Enhancing mandarin learning through classroom response apps: A comparison of cognitive and affective factors in touch and shaking responses

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-10-03 DOI:10.1111/jcal.13066

Jon-Chao Hong, Kai-Hsin Tai, Tzu-Yu Tai

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引用次数: 0

Abstract

Background

This study was motivated by the need to enhance Mandarin learning through embodied interactions and physical engagement methods. While most studies confirm the positive effects of touchscreen devices on learning, mixed findings suggest a need for more engaging methods. This research addresses these gaps by exploring the benefits of embodied interaction through the Shaking-On game app, an embodied question-response platform, in comparison to Kahoot.

Objectives

To compare the learning effectiveness of the Shaking-On app, which incorporates physical shaking interactions, with the conventional quiz platform Kahoot in promoting Mandarin learning and positive emotional experiences.

Methods

A total of 158 junior high school students participated in the study, engaging in 15-minute sessions once a week for 3 weeks in a formal classroom setting. Participants were divided into two groups: one using the Shaking-On app and the other using Kahoot. The study employed a comparative analysis framework based on achievement emotion theory to evaluate learning outcomes and emotional responses. Furthermore, the classroom response system (CRS) analysis was used to assess the cognitive and affective parameters of the learning tasks in the Shaking-On app and Kahoot, providing detailed insight into how different interactive tasks contributed to learning.

Results and Conclusions

The results indicated that the Shaking-On app significantly enhanced Mandarin learning and engagement compared with Kahoot. Participants using Shaking-On experienced higher levels of interactive situational interest and flow, while test anxiety remained consistent across both groups. These findings suggest that incorporating embodied interactions into digital learning tools can substantially benefit student engagement and learning outcomes. The study indicated that such apps could be effectively integrated into classroom settings to enhance student learning. Educators and game developers are encouraged to integrate such interactive elements to improve the efficacy and appeal of educational applications.

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通过课堂反应应用程序促进普通话学习：触摸和摇动反应中认知和情感因素的比较

研究背景这项研究的动机是需要通过身体互动和身体参与的方法来加强普通话学习。虽然大多数研究都证实了触摸屏设备对学习的积极影响，但喜忧参半的研究结果表明需要更多的参与方法。为了弥补这些不足，本研究通过 "摇一摇 "游戏应用程序（一个体感答题平台）与 Kahoot 的比较，探索体感互动的益处。目的比较 "摇一摇 "应用程序与传统问答平台 Kahoot 在促进普通话学习和积极情绪体验方面的学习效果。方法共有 158 名初中生参加了研究，他们在正式的课堂环境中参与了为期 3 周、每周一次、每次 15 分钟的课程。参与者被分为两组：一组使用摇一摇应用程序，另一组使用 Kahoot。研究采用了基于成就情感理论的比较分析框架来评估学习成果和情感反应。此外，还采用课堂反应系统（CRS）分析来评估摇一摇应用程序和 Kahoot 中学习任务的认知和情感参数，从而详细了解不同的互动任务如何促进学习。结果与结论结果表明，与 Kahoot 相比，Shaking-On 应用程序显著提高了普通话的学习效果和参与度。使用 "摇一摇 "的参与者体验到了更高水平的互动情境兴趣和流程，而两组参与者的考试焦虑则保持一致。这些研究结果表明，在数字学习工具中融入体现性互动可以大大提高学生的参与度和学习效果。研究表明，此类应用程序可以有效地融入课堂环境，以提高学生的学习效果。我们鼓励教育工作者和游戏开发者融入此类互动元素，以提高教育应用程序的功效和吸引力。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope