engleski

The Impacts of Flexible Grouping in a Mobile- Assisted Game-based Chinese Character Learning Approach

This paper reports on the effects of two different flexible student grouping strategies in a mobile- assisted Chinese character learning game. The game application assigns each student a Chinese character component on their smartphones. The students are required to form groups that can assemble eligible Chinese characters using the components assigned to the group members. Fifteen Primary 3 (3rd grade) students taking Chinese as a second language (L2) class involved in the study. The game process data and the transcriptions of focus group interviews were qualitatively analyzed in order to investigate the dynamics of student collaboration and competition during the games. The study aims to explore the patterns of social interactions during the activities, especially on the varied impacts of the two different grouping rules (allowing versus not allowing each student to join more than one group at one time) on the students’ game behaviors and their learning gains.

mobile learning; flexible grouping; design-based research; language learning

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