About this paper

Appears in:
Pages: 2005-2012
Publication year: 2011
ISBN: 978-84-615-3324-4
ISSN: 2340-1095

Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain

EFFECTS OF MULTIMEDIA AND ANIMATION IN LEARNING CHINESE

Y. Liu, S. Owen, R. Sunderraman

Georgia State University (UNITED STATES)
The purpose of this research is to develop an effective multimedia and computer-aided animation environment to improve the interest and effectiveness of PreK-12 students to learn Chinese as a foreign language (CFL). In this research, a computer-based open-model online learning Chinese environment (COOLChinese) has been developed. This is an interactive multimedia, animated Chinese learning system. This system is not only an online self-learning Chinese environment, but also provides a high technology tool for Chinese instructors to use in their classroom. In this research, the traditional static visuals have been replaced by computer games, animations, and computer-based interactive activities. Different from other Chinese learning software, this COOLChinese system is an open learning environment, in which learners can create their own learning content and study plan based on the learner’s demand and the activities in the learning system. As instructors, they can create their own class plan based on desired course-content with the COOLChinese environment. Then students follow their instructor’s requirement to practice and finish their homework in the system. As more learners and instructors use the COOLChinese system, more content will be added to the system. This COOLChinese system is developed for PreK – 12 grade non-native Chinese learners. In the past one year, two groups of students, who are from non-native Chinese families and learning Chinese, have been tracked with their Chinese learning records. Fifty-two students have used the COOLChinese system both in Chinese classroom (once a week) and at home; and another fifty-four students still use the traditional teaching approach in Chinese classroom(once a week) and do homework in the traditional way. The results show that the group using the COOLChinese system outperformed the group using the traditional teaching environment.
@InProceedings{LIU2011EFF,
author = {Liu, Y. and Owen, S. and Sunderraman, R.},
title = {EFFECTS OF MULTIMEDIA AND ANIMATION IN LEARNING CHINESE},
series = {4th International Conference of Education, Research and Innovation},
booktitle = {ICERI2011 Proceedings},
isbn = {978-84-615-3324-4},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {14-16 November, 2011},
year = {2011},
pages = {2005-2012}}
TY - CONF
AU - Y. Liu AU - S. Owen AU - R. Sunderraman
TI - EFFECTS OF MULTIMEDIA AND ANIMATION IN LEARNING CHINESE
SN - 978-84-615-3324-4/2340-1095
PY - 2011
Y1 - 14-16 November, 2011
CI - Madrid, Spain
JO - 4th International Conference of Education, Research and Innovation
JA - ICERI2011 Proceedings
SP - 2005
EP - 2012
ER -
Y. Liu, S. Owen, R. Sunderraman (2011) EFFECTS OF MULTIMEDIA AND ANIMATION IN LEARNING CHINESE, ICERI2011 Proceedings, pp. 2005-2012.
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