東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Let's Go! Learning Chinese With a Pl...

Liu, Yang,

Linked to FindBook

Google Book

Amazon

博客來

Let's Go! Learning Chinese With a Place-Based Mobile Game /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Let's Go! Learning Chinese With a Place-Based Mobile Game // Yang Liu.
Author:	Liu, Yang,
Description:	1 electronic resource (230 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
Subject:	Educational technology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30419772
ISBN:	9798379896287

Let's Go! Learning Chinese With a Place-Based Mobile Game /
Liu, Yang,

Let's Go! Learning Chinese With a Place-Based Mobile Game /Yang Liu. - 1 electronic resource (230 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

This dissertation responds to Wagner's (2015) proposal to systematically design social infrastructures to support second language (L2) learning and use "in the wild" (Hutchins, 1995). My research began with the creation of a place-based augmented reality (AR) mobile game (cf. Holden & Sykes, 2011; Thorne et al., 2015; Zheng et al., 2018), 我们走吧 ("Let's Go!") and its implementation in the curricular context of a Chinese as a Second Language (CSL) program at Peking University. The game aligns with textbook materials and extends them into gaming activities around two categories of places on campus: everyday activity hubs (e.g., cafeterias, gyms) and culturally-significant sites (e.g., Boya Tower, Weiming Lake). 我们走吧 ("Let's Go!") was designed to dynamically augment classroom learning with the "vibrancy of linguistically and experientially rich engagement" (Thorne et al., 2021, p. 108) in the virtual-physical and social-material worlds.Building on recent advancements in Multimodal Conversation Analysis (Mondada, 2019) focusing on mobility (Haddington et al., 2013), temporality (Deppermann & Streeck, 2018) and engagement with objects in interaction (Nevile et al., 2014), this study investigates how CSL students navigate in the game and real world and cooperatively accomplish diverse place-based gaming activities. The students' gameplay sessions were video recorded during a seven-week course. The analysis focuses on three recurrent activities: collaborative reading of the game's instructions and dialogues, approaching local passers-by for participation in the game, and knowing and experiencing places through community-engaging social interactions.The findings show that students managed multiple digital devices (e.g., the game device, students' personal smartphones) simultaneously as a group to accomplish game tasks. The "togetherness" (Lehn, 2013) was particularly salient when students coordinated their actions to move from one place to another on campus. Furthermore, students tracked specific linguistic resources as learning objects (Markee, 2008), such as the pronunciation, the Chinese character form, and the interpretation of lexical items in the game text. Finally, students show development of increasingly diversified linguistic and semiotic resources (Pekarek Doehler & Pochon-Berger, 2015) used in formatting actions such as self-introduction and activity-explanation over the seven-week course.This dissertation presents a model for the design, development, and institutional implementation of a mobile AR game and expands the horizon of CA-informed game-based L2 learning and interactions in the digital wilds (Sauro & Zourou, 2019).

English

ISBN: 9798379896287Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

L2 Chinese learning

Let's Go! Learning Chinese With a Place-Based Mobile Game /
LDR:04137nmm a22004093i 4500 001 2432587
005 20250731101851.5
006 m o d
007 cr|nu||||||||
008 261011s2023 miu||||||m |||||||eng d
020 $a 9798379896287
035 $a (MiAaPQD)AAI30419772
035 $a AAI30419772
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Liu, Yang, $e author. $3 3512032
245 1 0 $a Let's Go! Learning Chinese With a Place-Based Mobile Game / $c Yang Liu.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 1 electronic resource (230 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
500 $a Advisors: Kasper, Gabriele Committee members: Crookes, Graham; Gilliland, Betsy; Gonzalez-Lloret, Marta; Perkins, Franklin.
502 $b Ph.D. $c University of Hawai'i at Manoa $d 2023.
520 $a This dissertation responds to Wagner's (2015) proposal to systematically design social infrastructures to support second language (L2) learning and use "in the wild" (Hutchins, 1995). My research began with the creation of a place-based augmented reality (AR) mobile game (cf. Holden & Sykes, 2011; Thorne et al., 2015; Zheng et al., 2018), 我们走吧 ("Let's Go!") and its implementation in the curricular context of a Chinese as a Second Language (CSL) program at Peking University. The game aligns with textbook materials and extends them into gaming activities around two categories of places on campus: everyday activity hubs (e.g., cafeterias, gyms) and culturally-significant sites (e.g., Boya Tower, Weiming Lake). 我们走吧 ("Let's Go!") was designed to dynamically augment classroom learning with the "vibrancy of linguistically and experientially rich engagement" (Thorne et al., 2021, p. 108) in the virtual-physical and social-material worlds.Building on recent advancements in Multimodal Conversation Analysis (Mondada, 2019) focusing on mobility (Haddington et al., 2013), temporality (Deppermann & Streeck, 2018) and engagement with objects in interaction (Nevile et al., 2014), this study investigates how CSL students navigate in the game and real world and cooperatively accomplish diverse place-based gaming activities. The students' gameplay sessions were video recorded during a seven-week course. The analysis focuses on three recurrent activities: collaborative reading of the game's instructions and dialogues, approaching local passers-by for participation in the game, and knowing and experiencing places through community-engaging social interactions.The findings show that students managed multiple digital devices (e.g., the game device, students' personal smartphones) simultaneously as a group to accomplish game tasks. The "togetherness" (Lehn, 2013) was particularly salient when students coordinated their actions to move from one place to another on campus. Furthermore, students tracked specific linguistic resources as learning objects (Markee, 2008), such as the pronunciation, the Chinese character form, and the interpretation of lexical items in the game text. Finally, students show development of increasingly diversified linguistic and semiotic resources (Pekarek Doehler & Pochon-Berger, 2015) used in formatting actions such as self-introduction and activity-explanation over the seven-week course.This dissertation presents a model for the design, development, and institutional implementation of a mobile AR game and expands the horizon of CA-informed game-based L2 learning and interactions in the digital wilds (Sauro & Zourou, 2019).
546 $a English
590 $a School code: 0085
650 4 $a Educational technology. $3 517670
650 4 $a Foreign language instruction. $3 3541319
653 $a L2 Chinese learning
653 $a Mobile-assisted language learning
653 $a Multimodal conversation analysis
653 $a Place-based mobile game
690 $a 0444
690 $a 0710
710 2 $a University of Hawai'i at Manoa. $b Second Language Studies. $e degree granting institution. $3 3821218
720 1 $a Kasper, Gabriele $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-01A.
790 $a 0085
791 $a Ph.D.
792 $a 2023
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30419772