帮助儿童学习汉字的方法 教育技术 儿童认知发展 汉字教学与识字策略 儿童语言学习与阅读习得 AI/数字化工具辅助汉字学习

This study explores the relationship between the Hanzi recognition performance and the home literacy environments of 351 children aged 3 to 6 based on Montessori’s philosophy of education. This study used 200 frequently spoken words in Montessori classrooms as the word set of a Hanzi recognition test, based on which studies at six Montessori preschools in middle and southern Taiwan were conducted. The results of this study revealed that girls’ scores are significantly higher than that of boys on the word recognition test, whereas no significant difference between the middle (4s/5s) and junior (3s/4s) classes children were observed. However, from the qualitative analysis perspective, the junior class children also performed exceptionally well. Parent-child shared reading and chats, directly and indirectly, affected their children’s Hanzi recognition outcome. The analysis of the interviews with the children suggested that family life experiences were indeed a crucial factor in the children’s word recognition. Plain language summary Preschool children’s Hanzi recognition performance Preschoolers’ Hanzi recognition is related to the experience of parents reading together, it is more related to that children often come into contact with in daily life. Improving family cultural capital is crucial, public resources can be an important resource that parents can give their children.

: The deployment of engaging literacy teaching methods in primary school Chinese language education holds profound significance. By incorporating elements such as games, stories, scenarios, and activities, these methods not only ignite students' enthusiasm for word recognition but also significantly enhance both the efficiency and efficacy of their literacy skills. This article, grounded in theories of child cognitive development, constructivist learning principles, and multiple intelligence theory, delves into the theoretical underpinnings of engaging literacy instruction. It further examines the implementation strategies of various types of engaging literacy measures and their application outcomes within primary school Chinese language education. Research indicates that these engaging methods can notably increase students' vocabulary and interest in word recognition, yet they necessitate teachers to judiciously select and design these approaches in accordance with practical circumstances. Through specific case studies and empirical research, this paper offers practical recommendations for engaging literacy instruction to elementary school Chinese language teachers, aiming to foster innovation and development in primary Chinese language education.

… In order to prepare children for reading text, they may be taught as many Hanzi as possible … called systematic learning or concentrated character recognition. Because most Hanzi are …

Learning how to write orthographically correct Hanzi (otherwise known as the Chinese character) is a major hurdle facing students studying Chinese. The difficulty arises from the visual complexity of Hanzi, the opaqueness, i.e. diminished correspondence of sound to orthography, and the traditional method of learning Hanzi, which is monopolized by rote repetitive copying, excessive demand on memory, and lacking of any means of creating an auditory memory of the structural organization of individual Hanzi. As a result, the novice student has to invest a great deal of time and effort trying to master Hanzi, and is often deterred from continuing study. Yet, despite the seriousness of the problem, very little research has been carried out on its solution. This paper proposes a new approach at improving the ability to write Hanzi, through understanding Hanzi as strings of subunits stacked in two-dimensional space, and composed from 21 high frequency recurring shapes herein called graphabets. The combined use of graphabets and bujian can provide a means of creating an auditory memory of the structural organization and significantly decrease the memory load through chunking, as well as facilitating the use of computer feedback for learning purpose.

… and reading skill was also investigated in children living in Hong Kong and Taiwan who were learning to read Chinese. … We chose to examine the development of reading skills in both …

The importance of literacy in academics and the predominantly digital world cannot be understated. The literacy component of writing is less researched than that of reading, even though it holds equal significance for modern success. Spelling is an important aspect of the construct of literacy, and is more difficult to acquire than reading. Previous work on spelling error analysis for English provides insight into the sets of knowledge and cognitive processes required for children to perform the task, and their different strategies across development. However, different sets of skills and strategies may contribute to spelling across types of orthographies. In this study, we extend spelling error analysis to groups of biliterate children learning two scripts, which include English plus either: (a) another Latin-script alphabet with a shallow orthography (Malay); (b) a transparent alphasyllabary using akshara (Tamil); or (c) a non-alphabetic, morphosyllabic script using simplified hanzi characters (Mandarin Chinese). These sets of scripts vary in how speech is mapped to print. We utilized an error coding scheme based on triple-code theory to enumerate the occurrence of phonological, orthographic (graphemic), and morphological (semantic) types of spelling errors across the three language groups. Five hundred and sixty-eight Grade 1, 6-year-old children participated, with 128 English + Malay, 119 English + Tamil, and 321 English + Chinese children in each bilingual group. They completed a spelling to dictation task in their Asian language, with ten words taken from the grade level curriculum per language. Results indicate group differences in the proportions of error types, with more overall errors for Tamil, more phonological errors for Malay, and more irrelevant or non-sense words for Chinese. The implications are that different scripts present different challenges for young learners.

… Chinese character recognition. The importance of two aspects of morphological awareness for reading development in Chinese is … Chinese characterrecognition among young readers. …

… children's developing word reading skills? In the present study, we tried to answer this … core skills in relation to Chinese character recognition for Mainland (Beijing) Chinese children in …

… of 218 selected Chinese characters. The … on Chinese characters between and among different groups. Overall, the M info threshold value to recognize the D info on Chinese characters …

… difficulties may be the main problem in Chinese dyslexia (Ho et al., 2003). However, we know less about developmental changes in character recognition among dyslexic readers. …

… (RAN) and Chinese character recognition accuracy and … -Fu-Hao, characters), and two character recognition tasks. RAN … significant predictors of character recognition fluency in grade 2…

Holistic processing has been identified as an expertise marker of face and object recognition. By contrast, reduced holistic processing is purportedly an expertise marker in recognising orthographic characters in Chinese. Does holistic processing increase or decrease in expertise development? Is orthographic recognition a domain-specific exception to all other kinds of recognition (e.g. face and objects)? In two studies, we examined the developmental trend of holistic processing in Chinese character recognition in Chinese and non-Chinese children, and its relationship with literacy abilities: Chinese first graders—with emergent Chinese literacy acquired in kindergarten—showed increased holistic processing perhaps as an inchoate expertise marker when compared with kindergartners and non-Chinese first graders; however, the holistic processing effect was reduced in higher-grade Chinese children. These results suggest a non-monotonic inverted U-shape trend of holistic processing in visual expertise development: An increase in holistic processing due to initial reading experience followed by a decrease in holistic processing due to literacy enhancement. This result marks the development of holistic and analytic processing skills, both of which can be essential for mastering visual recognition. This study is the first to investigate the developmental trend of holistic processing in Chinese character recognition using the composite paradigm.

… First, this study only focused on the dual coding effects on pictographic Chinese character recognition, other forms of Chinese characters may elicit different learning results. Second, the …

… This study examined Chinese character recognition and its cognitive and linguistic … 51 IQ-matched typically developing (TD) children were tested on Chinese character recognition, rapid …

… Across grades, visual-orthographic skills and morphological awareness, but not phonological awareness, were uniquely associated with Chinese character recognition with age and …

To investigate the underlying mechanism of the relationship between visual working memory (VWM) and Chinese character recognition, and the moderation effect of processing efficiency on this relationship, 154 first-grade students were administered a battery of tasks for VWM, rapid temporal processing, and Chinese character reading. In the VWM task, the children were asked to remember the jumping routes of a frog and report these routes in reverse sequence. The longest span for which each participant could respond correctly at least four times out of six was the VWM index. In the task of temporal order judgement, the participants were asked to select which of two balls was presented first, with stimulus onset asynchronies varying from 8 to 492 ms according to an adaptive psychophysical procedure. Visual temporal order threshold (VTOT) was utilized as an indicator of processing efficiency. The participants were asked to read 100 characters aloud to measure their word-level reading abilities in Chinese character recognition. After controlling age, non-verbal intelligence, visual short-term memory, morphological awareness, and orthographic awareness, the results of a moderation effect analysis showed that (1) both VWM and visual VTOT predicted Chinese character reading, and (2) the moderation effect of VTOT on the VWM-reading link was significant (p = 0.001). The correlation between VWM and Chinese character reading was positive and significant when VTOTs were above average (i.e., smaller than 87.14 ms); however, the correlation was negative at relatively poor levels of VTOTs (i.e., larger than 231.44 ms).

… visual skills to Chinese character recognition in two groups of … of visual skills for Chinese character recognition and on how … is a strong predictor of cognitive development. The Stanford …

… developmental trajectories of Chinese character recognition … through the parallel process latent growth curve model. We … and developmental rate of Chinese character recognition and …

… learning Chinese characters, and the use of character input … characters via a process that combined character input with … Designed and developed without funding, DaZiBao is a web-…

… during word recognition in … word recognition, the results of the present study indicate that there is evidence for implicit morphological structure processing among third grade Chinese …

This chapter examines the effects of computerized stroke order animation and visual chunking on character recognition and production. Through two experiments, the authors found that both computer-assisted presentation methods were effective, and their impact was comparable to or surpassed the traditional way of character learning through reading and writing. Specifically, animation was comparable to writing and more effective than reading in facilitating form recognition. Visual chunking produced better results in character production than writing when characters were presented in radical-based groups.

Writing and reading are closely related and are thus likely to have a common orthographic representation. A fundamental question in the literature on the production of written Chinese characters concerns the structure of orthographic representations. We report on a Chinese character handwriting pedagogical corpus involving a class of 22 persons, 232 composite character types, 1,913 tokens, and 13,057 stroke records, together with the inter-stroke interval (ISI), which reflects the parallel processing of multilevel orthographic representation during the writing execution, and 50 orthographic variables from the whole character, logographeme, and stroke. The results of regression analyses show that orthographic representation has a hierarchy and that different representational levels are active simultaneously. In the multilevel structure of orthographic representation, the representation of the logographeme is absolutely dominant. Writing and reading have both commonalities and individual differences in their orthographic representations. The online processing of the logographeme unit probably occurs at the ISI before the initial stroke of the current logographeme, which may also cascade to the first subsequent logographeme. In addition, we propose a new effective character structure unit for describing orthographic complexity.

… of morphologically based processing or orthographic skills for literacy development in the … of reading-related skills that have been more of a traditional focus in the literacy on literacy …

… script leads to the differential weighting of phonological awareness and visual–orthographic processing skills, we investigated reading acquisition with mainland Chinese children. …

… of the development of children’s spelling and their orthographic knowledge, regardless of … understanding of spelling errors in Chinese, a brief overview of the nature of the Chinese …

Abstract To develop and evaluate a comprehensive intervention combining transcranial direct current stimulation (tDCS) and behavioral training that specifically targets orthographic awareness and reading fluency for in Chinese children with dyslexia, this study selected two Chinese children with different subtypes of dyslexia, i.e., the orthographic deficit subtype and the global deficit subtype. We utilized a case study design to delineate detailed performances of the two children throughout the whole training process. Before and after the intervention, functional magnetic resonance imaging (fMRI) technology was deployed to measure the level of brain activation in a visual phonological identification task. In addition, the children’s related reading skills were assessed through standardized tests before and after each intervention stage to evaluate changes in their reading ability. The results indicated that (1) etymological literacy teaching was not very effective in improving the orthographic awareness and reading fluency of the dyslexic child with an orthographic deficit, but it significantly improved these skills in the dyslexic child with global deficits. (2) The combination of etymological literacy teaching and tDCS not only improved orthographic awareness and reading fluency in the two dyslexic children but also enhanced the activation levels of critical brain regions associated with reading. In sum, the combination of literacy teaching and tDCS demonstrated effectiveness in improving reading skills of the two children with dyslexia of different subtypes, which could provide positive reference and guidance for intervention practices for children with dyslexia and classroom teaching in Chinese primary schools.

… orthographic knowledge and phonological awareness, together with the stable predicting effect of morphological awareness on reading … of morphological awareness across grades may …

… is one of the most dominant impairments in Chinese children with … orthographic awareness is important for Chinese reading … of orthographic awareness to concurrent and future reading …

Abstract This study investigated the unique contribution of orthographic awareness, letter knowledge, and patterning skills to early literacy and arithmetic competence. A total of 145 third-year kindergarten (K3) children (Mage: 73.43 months, SD = 5.36; 70 boys, 48%) from Hong Kong participated in this study. Children were assessed on their patterning skills, orthographic awareness, letter knowledge, verbal short-term working memory, visual-spatial perception, Chinese word reading, word writing, and arithmetic competence. With demographic variables and cognitive skills controlled, multilevel regression models indicated that patterning skills uniquely contributed to Chinese word reading and arithmetic competence but not to Chinese word writing. Orthographic awareness was a strong predictor of the three academic outcomes. Letter knowledge was significantly predictive of word reading and word writing but not of arithmetic competence. These findings highlight the differential roles of orthographic awareness, letter knowledge, and patterning skills in children’s literacy and arithmetic skills.

The present study examined developmental changes, over a 6-year period, in the relationship between character reading ability and orthographic awareness in Chinese from the first year of kindergarten to the third year of primary school in two separate samples: the kindergarten sample of 96 children was assessed three times in the first, second, and third years of kindergarten (K1, K2, K3) with 12-month intervals. The primary school sample of 204 children was assessed four times in the first and second semesters of grade 1 (P1-S1; P1-S2), first semester of grade 2 (P2-S1) and grade 3 (P3-S1), with the first three waves at 6-month intervals and the final wave at 12-month interval. Cross-lagged path analysis showed three developmental stages of the relationship between Chinese character reading and orthographic awareness. At stage 1, reading ability in K1 and K2 predicted subsequent orthographic awareness in K2 and K3. At stage 2, there was a bidirectional relationship between character reading and orthographic awareness from P1-S1 to P1-S2. At stage 3, orthographic awareness at P1-S2 and P2-S1 predicted subsequent character reading ability at P2-S1 and P3-S1, but the prediction from reading to orthographic awareness vanished at this stage. The results depict a full developmental picture of the changed relationship between Chinese character reading and orthographic awareness over time. Beginning readers demonstrated impressive abilities in discovering or extracting orthographic regularities with increased reading ability.

Objective This study primarily aimed to develop an orthographic knowledge awareness scale in Mandarin for children aged 6–12 years. Related factors affecting orthographic knowledge awareness in children were analyzed, and a basis for individualized intervention was provided to improve reading and writing. Methods A conceptual framework for orthographic knowledge awareness in children aged 6–12 years was determined through a detailed reading of the literature on Chinese character orthography, combined with qualitative interviews of the target population and consultation with experts. The orthographic knowledge awareness scale initially consisted of three versions: for grades 1–2 (210 items), grades 3–4 (207 items), and grades 5–6 (220 items), accumulating a total of 637 items. The initial scale was then used for the study involving children aged 6–12 years in Maanshan City, Jiangsu Province. Various approaches to screening items were comprehensively used to determine the formal version of the orthographic knowledge awareness scale. The official scale was ultimately used to conduct the third round of surveys among 1,354 children aged 6–12 years in ordinary primary schools located in 5 cities in Jiangsu Province, namely, Changzhou, Lianyungang, Nantong, Xuzhou, and Yangzhou. The reliability, validity, and discriminating power of the formal scale were evaluated. Results A total of 360 items were included in the formal version of the orthographic knowledge awareness scale. The formal scale was divided into three versions for grades 1–2, 3–4, and 5–6. Each grade version consisted of 120 items. The scale was composed of the stroke awareness test, radical awareness test, and left–right reversal test. The cumulative variance contribution rates of grades 1–2, 3–4, and 5–6 were 82.47, 61.71, and 64.19%, respectively. The Cronbach's α coefficients of the three-grade version of the scale were 0.989, 0.946, and 0.938; the split-half reliability coefficients were 0.925, 0.766, and 0.847; and the test–retest reliability coefficients were 0.847, 0.895, and 0.8928, respectively. Conclusion The proposed orthographic knowledge awareness scale for children aged 6–12 years exhibits good reliability and validity. The formal scale consisted of two dimensions: identification of left–right reversal at the stroke and radical levels and the left–right reversal at the whole character level. The two dimensions can more comprehensively reflect the ability of children to discriminate orthographic structures.

… , Chinese word writing and reading comprehension were measured in the … awareness and orthographic awareness were significant mediators linking Chinese writing and reading …

… understanding of the role of orthographic skills in Chinese literacy development, three major types of orthographic skills at the … knowledge of semantic radicals, positional and functional …

… Chinese children’s development of orthographic processing and … The investigation was carried out in both China and Canada … Chinese reading plays in the development of orthographic …

… , could in this sense be considered part of orthographic knowledge in Chinese. At the same time, however, the existence of semantic radicals as a category, influencing not only the …

Abstract Within the framework of the home literacy model, this study investigated the relationship between home formal and informal literacy experiences and the development of orthographic skills among Chinese beginning readers. A total of 143 children and their parents participated in the study, with parents completing questionnaires on family background and home literacy environment, and children completing orthography identification and selection tasks. The results indicated that children who had just entered primary school could differentiate character-like stimuli from non-character-like stimuli and exhibited some knowledge of radicals and awareness of radical positions. Both home formal and informal literacy experiences were significantly correlated with children’s performance in various orthographic skills. However, after controlling for factors such as children’s age, gender, parents’ education, and family income, and simultaneously considering both formal and informal literacy experiences, only the informal literacy environment significantly predicted children’s performance on various orthographic skills. These findings suggest that home literacy environments, particularly informal home literacy experiences, play a crucial role in supporting the development of children’s orthographic skills.

… in English, how might their Chinese orthographic knowledge correlate with reading in … of Chinese orthographic knowledge in bi-scriptal children's reading of Chinese and English. Such …

This study investigates the contributions of semantic, phonological, and orthographic factors to morphological awareness of 413 Chinese-speaking students in Grades 2, 4, and 6, and its relationship with reading comprehension. Participants were orally presented with pairs of bimorphemic compounds and asked to judge whether the first morphemes of the words shared a meaning. Morpheme identity (same or different), whole-word semantic relatedness (high or low), orthography (same or different), and phonology (same or different) were manipulated. By Grade 6, children were able to focus on meaning similarities across morphemes while ignoring the distraction of form, but they remained influenced by whole-word semantic relatedness. Children's ability to overcome the distraction of phonology consistently improved with age, but did not reach ceiling, whereas the parallel ability for orthography reached ceiling at Grade 6. Morphological judgment performance was a significant unique predictor of reading comprehension when character naming and vocabulary knowledge were accounted for.

… to promote the preservation of ancient Chinese poetry culture and explore new approaches for the application of digital products designed to improve literacy skills in primary schools. …

… students in rural China. This study examined the effect of interactive visual multimedia technology intervention in promoting literacy skills among schoolchildren in rural China. The …

… (ABRA), a web-based literacy program, developed by the Center for the Study of Learning … the literacy attainment of third-grade primary school students in an area of rural China. …

Background: As technology continues to advance, language acquisition methodologies have increasingly been integrated into computer-assisted language learning (CALL) systems. In the context of Chinese language acquisition, characters are structured in three phases: the overall character, its components, and its strokes. Proficiency in identifying and distinguishing individual characters hinges upon understanding their structural composition. Objective: This study aims to explore the impact of a computer application on Chinese language reading skills and students' perceptions regarding the utilization of computer applications for home-based learning. Method: A total of 60 students engaged in home-based learning using a designated computer application were involved in the study. Employing a quantitative approach with a quasi-experimental design, the study assessed the effects of the intervention. Results and Conclusion: Following one month of home-based learning through computer applications, participants exhibited higher gain scores in reading skill tests, albeit the differences were not statistically significant. Students expressed a preference for and perceived greater ease in acquiring reading skills through computer applications compared to traditional methods. Furthermore, the integration of computer applications in teaching and learning processes demonstrated the potential to enhance students' motivation, interest, and confidence in language acquisition, albeit without a notable impact on attention levels. The study underscores the pedagogical promise of Computer-Assisted Language Learning (CALL) and advocates for further research endeavors in this domain.

… a spelling test to do a word search. In this research, the objectives are 1)To investigate how the use of Chinese character writing games can improve learning Chinese vocabulary, 2)To …

Abstract In globalization era, many people interested to learn Chinese language. It caused by potential of China’s economic growth in the world. Chinese language has introduced to children in early age in Indonesia. But sometimes learn Chinese language was difficult to them, which will make them feel boring. This paper has purpose to help children learn Chinese language using gamification and mnemonic method into game content. Briefly, gamification is process that adopt game elements to apply into non-game context and mnemonic is strategy to increase memory with various ways. Both in gamification and mnemonic method have applied in previous paper which the conclusion showed positive result in learning environment. This game refers to primary school, which students in 6-12 years old. The conclusion in this paper show that the developed game by authors can interest children to learn Chinese language based by pre-test and post-test result.

Engaging students in Chinese character learning tasks poses significant challenges for instructional design, especially for learners from alphabetic language backgrounds, due to Chinese characters’ complex, morpho-syllabic structure. Traditional teaching methods, such as rote memorization and hand copying, have long dominated instruction but often result in limited task engagement. This study explores a gamified approach to teaching Chinese characters grounded in task engagement principles. Specifically, it examines how task engagement principles could be integrated into a digital game designed for beginner-level students on their understanding of Chinese character structure and engagement in learning tasks. The study details the development process and analyzes quantitative and qualitative data to assess students’ learning outcomes. Findings demonstrate that the Chinese character game significantly improves character recognition and student engagement, fostering collaborative learning and enhancing overall academic performance. This study highlights the importance of incorporating engagement-driven principles and a radical-driven approach into game-based language instruction, offering educators practical insights into creating effective educational tools that blend content with interactive and collaborative elements.

Existing empirical research has demonstrated the positive effects of flipping the classroom to improve student motivation and achievement by flipping in-class learning content to pre-class. However, the flipped classroom approach requires that students be engaged and motivated in the pre-class stage to ensure that the in-class learning activities run smoothly. Previous studies have highlighted the difficulties that students often encounter when trying to learn Chinese characters in Chinese language classes, especially those who are in the early stages of learning the language. Therefore, in this study, a gamified interactive e-book was developed and used in a flipped classroom for Chinese character learning. To evaluate the effectiveness of this approach, a pre-test and post-test control group experimental design was used. The participants were 90 s-grade students from a public primary school in Zhengzhou, China, who were randomly assigned to two experimental groups and one control group: the students who used a gamified interactive e-book in a Chinese character learning flipped classroom (GIEFC group), the students who used a traditional flipped classroom (TFC group), and the students who used a traditional teaching classroom (TTC group). The experimental results indicated that students in the GIEFC group scored higher than those in the TFC and TTC groups in terms of learning achievements and motivation. In addition, the experimental results also demonstrated the positive effects of gamified interactive e-books in flipped classroom learning. Future research could explore a variety of different types of game elements as well as the extension of research to other subjects.

The Chinese language is the mother tongue that most students in Singapore need to master. However, for many local students, due to the use of English as the main language in Singapore’s families and the living environment, the time and frequency of using Chinese and the exposure to Chinese characters are relatively insufficient, which leads to a high forgetting rate, confusion of the characters and the improper use of Chinese characters. This study attempts to develop an app of a Chinese character learning game for Singapore primary school students, aiming to stimulate students’ interest in learning Chinese, increase their frequency of contact and use of Chinese characters, and ultimately strengthen their ability to remember, understand and use Chinese characters. By collecting the data from students’ questionnaire surveys, teachers’ questionnaire surveys, students’ literacy tests, and classroom observations, the research team found that the designed app can enhance the interest of lower grade primary school students in learning Chinese and strengthen their ability to memorize and use Chinese characters.

… While this reinforces short-term memory, it fragments children's knowledge by lacking … It also verifies the positive impact of gamified contexts on language learning. Furthermore, the …

… with writing skill training, and using gamified learning and … advantages in writing skills, Chinese character memory, and … of visual thinking in Chinese character writing instruction but …

This study investigated how a technology-enhanced board game, the Chinese Character Component Monster (3CM) system, grounded in the recognition–handwriting separation (RHS) approach, supports young learners’ Chinese literacy development. The 3CM system integrates tangible gameplay and lightweight digital features such as speech recognition and augmented reality etymology videos to enhance component recognition, orthographic awareness, and motivation. A quasi-experimental design involving 58 second-grade students and two teachers compared 3CM with a text-only board game over three weeks. Quantitative data were analyzed using ANCOVA and t-tests, while qualitative data from post-intervention focus group interviews underwent thematic analysis. Results showed that students using 3CM significantly outperformed the control group in component recognition and orthographic awareness, and reported higher value, confidence, and interest in learning. These findings demonstrate the pedagogical potential of low-tech, multimodal, and gamified literacy tools that effectively integrate cognitive, motivational, and interactive learning principles for early Chinese character instruction.

… Moreover, mnemonic help us to increase our memory and creativity. Jeffrey P. Bakken and … going to survey and spreading questionnaire to fix prototype and create into gamification for …

The purpose of this study is to explore how to integrate traditional Chu culture with modern gamification education and to design and practice a gamification education APP based on Chu culture. As an essential part of Chinese history and culture, Chu culture has unique historical deposits and cultural characteristics; how to integrate it into education and stimulate learners’ interest and learning motivation is the core issue of this study. By summarizing and generalizing the elements of Chu culture and gamification elements and combining them with the comprehensive analysis of related cases, this paper constructs a set of design frameworks for gamified education and designs an educational game application APP with unique cultural elements, hoping to disseminate and promote excellent culture while having fun. This study not only provides an innovative idea for digital education but also provides a valuable reference for cultural heritage and educational innovation.

… the fact that once in a multimodal world, many children will immediately break any genre rules … This study suggests that it is unfair to some children for us to restrict assessment to written …

Abstract: The data reported in this paper are part of a larger case study with children from 2 to 12 years of age, that took place over 4 years. The data reported here pertains to children in the age range 4–8 years of age in Australia. The children were from low socio‐economic schools in one Australian state. The study was concerned with providing empirical evidence about learning ecologies in which teachers designed multimodal experiences to support young children to become literate in the 21st century. Using a participant observation methodology, both the pedagogical strategies and learning experiences of young children were documented in the form of narratives of early childhood practices. The aim was to consider the potential for new learning [Kalantzis, M., & Cope, W. W. (2012). New learning: elements of a science of education (2nd ed.). Melbourne: Cambridge University Press] with new technologies, and to support teachers to use tablets to transform their pedagogies and practices in the early years. The approach taken was to use the theoretical constructs of new learning and a pedagogy of multiliteracies [New London Group (1996). A pedagogy of multiliteracies. Harvard Educational Review, 60, 66–92] as the focus for designing the new learning ecologies. In this way, we moved away from an emphasis on digital childhoods to create contexts for multimodal learning in the 21st‐century childhoods. In doing this, the documented learning stories have multimodality as a uniting element, and digital technologies are viewed as being complimentary to other resources, rather than alternatives, or in competition with, traditional modalities. The paper illustrates the ways in which these multimodal learning ecologies can work to support emergent literacy which is viewed as a foundational skill needed by all children in order to thrive in their learning. [ABSTRACT FROM AUTHOR]

… in this study taught children to effectively use writing craft … by creating multimodal artifacts such as characters with unique … The children's take-up of multimodal storytelling was also …

… of writing on screen, in particular how the visual character of … session between three children (aged 8, 15 and 17 years). … the central character Yorda is produced through the multimodal …

… The work is grounded in multimodality theory and the belief that all modes (particularly art … why, we invite the children to create a story of one character chasing another and illustrate it …

… By drawing on the theoretical perspectives on social semiotics, this paper explored how young Chinese heritage learners engage in “writing” Chinese characters using fallen leaves. …

… Chinese characters. Consequently, the purpose of the research study is to examine the cognition of interactive dynamic Chinese characters … recognition performance and cognitive load. …

… cognitive load participants and the low cognitive load participants. As shown in Table 11 , both groups showed significantly higher scores at Session 2 compared with Session 1 for all …

… cognitive load are additive to provide the total cognitive load. … interactivity incorporated in Chinese character writing, we … and remembering simpler character-forming components with …

When learning to write Chinese characters, it is essential for students to learn and maintain the correct order of the strokes. Chinese teachers often use computer-supported drill and practice to develop students' ability to write in the correct order, but such devices are rarely designed to stimulate learners' memory-manipulation in cognitive processes. To enhance the effect of the stimuli, a computer game called Chinese order of strokes was designed for students to practice their sensorimotor skill by providing a different color (i.e., red) to evoke learners' memory-manipulation cognitive processes. To understand the effect of this game, third-grade students from an elementary school in Taipei were invited to play Chinese order of strokes, and the correlates between their intrinsic cognitive load, gameplay interest, and flow experience were examined. The results showed that intrinsic cognitive load was negatively related to gameplay interest and flow, gameplay interest was positively related to flow, and flow was positively related to learning progress. The results imply that teachers can utilize a digital Chinese order of strokes to implement characters based on their own teaching materials and to facilitate the students' learning of the correct order of strokes.

… We take game-based intelligent robots for Chinese idiom … to educate elementary school students in the use of Chinese … for boys as their cognitive load was significantly lower. Boys’ …

In this paper, a Chinese character educational system based on Kinect is proposed for guiding beginners to learn the basics of Chinese characters in a more intuitive way. It extracts 19 common components, denoted as alphabets, from Chinese characters. Nineteen postures were designed according to the shapes of these alphabets. Instead of memorizing Chinese characters through repetitive copying, students can first associate an alphabet with the corresponding designed posture. Then, they break down a Chinese character into a set of alphabets in order to perform the sequence of corresponding postures so that they can easily remember the whole character. Our proposed system contains two major functions: 1) the learning function that is responsible for delivering the courseware, and 2) the testing function that is used to let students acquire their learning progress through some tests. A rule-based algorithm is designed to recognize the students’ input postures captured from the Kinect motion sensor so as to determine whether the students have performed the correct postures. We conducted a survey which involved 90 students to try our proposed system as well as two other learning modes for comparison. Moreover, we have interviewed those 30 students who had tried our proposed system with some open-ended questions. The positive results show that the proposed system can promote students’ experiences in learning Chinese characters.

… used repetition strategy in practicing writing Chinese characters. Ninety-three … cognitive strategy use, only 20% of the learners used a categorization strategy to study Chinese characters…