The effects of GBL and learning styles on Chinese idiom by using TUI device

doi:10.1111/jcal.12085

淡江大學機構典藏 > 教育學院 > 教育科技學系暨研究所 > 期刊論文 > Item 987654321/101004

Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/101004

Title:	The effects of GBL and learning styles on Chinese idiom by using TUI device
Authors:	Ku, D. T.;Huang, YH.;Hsu, SC.
Contributors:	淡江大學教育科技學系
Keywords:	Chinese idioms;game-based learning;learning styles;Sifteo Cube;tangible user interface;TUI
Date:	2015-12-01
Issue Date:	2015-03-19 14:56:47 (UTC+8)
Publisher:	Chichester: Wiley-Blackwell Publishing Ltd.
Abstract:	This study investigated how the integration of a game-based learning strategy and a tangible user interface (TUI) device improves the learning achievement of fifth-grade students in studying Chinese idioms. By using the sifting, and sorting, features of Sifteo Cubes, learners, via a gaming situation, manually composed the cubes to the correct idioms, and the system also provided the origins of the idioms, facilitating meaningful learning. A quasi-experimental non-equivalent control-group design was conducted. Both the experimental and control groups were administered a pre-test and post-test, the Idiom Learning Performance Test (ILPT), to investigate the variations between the treatment and groups. Furthermore, the Index of Learning Style for Youth (ILSY) survey was administered to determine how different learning styles and learning strategies affect learning achievement. The results showed that, after the CILS was used, the post-test scores were significantly higher than the pre-test scores in the experimental group. In addition, the post-test scores of active and visual learners were higher than the pre-test scores, and were significantly higher than reflective and verbal learners. The results suggested that the CILS is suitable for active and visual learners. Recommendations for using the CILS and Sifteo Cubes in instruction and further direction research are provided.
Relation:	Journal of Computer Assisted Learning 31(6), pp.505–515
DOI:	10.1111/jcal.12085
Appears in Collections:	[教育科技學系暨研究所] 期刊論文

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