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The effect of instructional embodime...

Lu, Ming-Tsan Pierre.

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The effect of instructional embodiment designs on Chinese language learning: The use of embodied animation for beginning learners of Chinese characters.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effect of instructional embodiment designs on Chinese language learning: The use of embodied animation for beginning learners of Chinese characters./
Author:	Lu, Ming-Tsan Pierre.
Description:	293 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .
Contained By:	Dissertation Abstracts International72-07A.
Subject:	Education, Foreign Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3453476
ISBN:	9781124615400

The effect of instructional embodiment designs on Chinese language learning: The use of embodied animation for beginning learners of Chinese characters.
Lu, Ming-Tsan Pierre.

The effect of instructional embodiment designs on Chinese language learning: The use of embodied animation for beginning learners of Chinese characters. - 293 p.

Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .

Thesis (Ph.D.)--Columbia University, 2011.

The focus of this study was an investigation of the effects of embodied animation on the retention outcomes of Chinese character learning (CCL) for beginning learners of Chinese as a Foreign Language (CFL).

ISBN: 9781124615400Subjects--Topical Terms:

1064562
Education, Foreign Language.

The effect of instructional embodiment designs on Chinese language learning: The use of embodied animation for beginning learners of Chinese characters.
LDR:03421nam 2200325 4500 001 1398551
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008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124615400
035 $a (UMI)AAI3453476
035 $a AAI3453476
040 $a UMI $c UMI
100 1 $a Lu, Ming-Tsan Pierre. $3 1677428
245 1 4 $a The effect of instructional embodiment designs on Chinese language learning: The use of embodied animation for beginning learners of Chinese characters.
300 $a 293 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .
500 $a Adviser: John B. Black.
502 $a Thesis (Ph.D.)--Columbia University, 2011.
520 $a The focus of this study was an investigation of the effects of embodied animation on the retention outcomes of Chinese character learning (CCL) for beginning learners of Chinese as a Foreign Language (CFL).
520 $a Chinese characters have three main features: semantic meaning, pronunciation, and written form. Chinese characters are different from English words in that they are non-alphabetic orthographies. Though popular, they are deemed very hard to learn. However, Chinese character processing is found to be neurologically related to human body movements, or at least the imagination of them. Literature also indicated the importance of embodied cognition, imagination, and technology use in human language memory and learning. The design of embodied animation for a computer-based CCL program is developed which consists of three types of characters.
520 $a The study used Between-Subject Post-test Only Control Group experimental design with sixty-nine adults. The study compared five learning conditions: embodied animation learning (EAL), human-image animation learning (HAL), object-image animation learning, no-animation etymology learning, and traditional learning (serving as a control group). Participants in the EAL group perceived the character etymological animation, and then a video clip depicting the moving actions of human body movements and/or gestures which show the semantic meaning and the written form of the character.
520 $a The study found that the EAL group outperformed the other learning groups with medium to large effects. Specifically, after one week of learning, the EAL group outperformed the other groups in terms of learners' free recall of Chinese characters, in characters' meaning-form mappings, and in characters' form-meaning and-sound mappings. Furthermore, the EAL group performed better than the other groups in the retention of all three types of characters (i.e., pictograph, indicative, and ideograph). Therefore, findings revealed the positive effects of embodied animation on CCL. In addition, the HAL group showed promising retention rate by constantly performing the second best in all tasks. The study also revealed that pictographs and indicatives were better learned than ideographs across groups. Drawing from the study, the use of embodied animation in a computer-based program is suggested to be effective on character learning for beginning learners of CFL.
590 $a School code: 0054.
650 4 $a Education, Foreign Language. $3 1064562
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Cognitive. $3 1017810
690 $a 0444
690 $a 0525
690 $a 0633
710 2 $a Columbia University. $b TC: Cognitive Studies in Education. $3 1677429
773 0 $t Dissertation Abstracts International $g 72-07A.
790 1 0 $a Black, John B., $e advisor
790 $a 0054
791 $a Ph.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3453476