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From Chinese character learning point of view, the students demonstrated their orthographic awareness (Jiang, 2006) through their character alteration activities. Using Figure 4 as an example, we found that all the strategies they collaboratively used follow the orthographic rules of composing characters from different types of components. For instance, when they split 堆 into 隹 and 土, and reassembled them with 扌 and 立 to form new characters 推 and 垃, they needed to have implicit or explicit knowledge of a number of orthographic rules. Not only did they need to know that the semantic component 扌(meaning: hand) and the phonetic component 隹 can only be placed on the left and right side respectively, they also needed to know that both 土 and 立 could function as either a phonetic or semantic component depending what combinations of components they might consider The group that formed 借, a three-component character, needed to know that component 2 and component 3 had to be structured in a specific way, with 日 placed on the bottom of the character, not at the top. Finally, it was not by chance that they reduced 错 to 昔, rather than 钅, since they had to know that 钅, a semantic component, can only be placed on the left side. This Chinese-PP game applies object teaching via graphics, embedding the fundamental orthographic theory and rules in hands-on practice through collaborative learning, therefore enabling learners to implicitly grasp the concepts and rules of character structure through trial and error (Sun, 2006; Wong, Boticki, Sun, & Looi, 2011). The flexible grouping model encourages learners to contrast, associate, and discriminate different components in order to generate more eligible characters. Paired with a sound pedagogical design, this type of learning approach can effectively raise learners’ awareness of the principles of character structure and their ability to use this logical comprehension to learn characters in a more active and autonomous fashion. Conclusions We have systematically analyzed the emergent game playing patterns and strategies exhibited by the students during the Chinese-PP activities in our empirical study. Through our analysis, we discovered some significant patterns in overall individual game rounds, spontaneous student groupings, the balancing of competition and collaboration, as well as the varied impacts between SGM and MGM to the students’ socio-cognitive and collaborative patterns. All these patterns are pointing to the achievement of the desired learning outcome of the Chinese-PP learning approach—to establish the students’ orthographic awareness in Chinese characters. The novel spontaneous grouping feature, the mobility of both the smartphones and the students in the game, the joyfulness of game playing, and the individual students’ resulting self-esteem from both winning the game and assisting their peers are some of the critical success factors for the students’ performance in the last three Chinese-PP sessions. In the future, we plan to analyze the full set of qualitative data (i.e., the game playing process data in session 1-6) at the lower level details to trace and uncover the transformations of the students in both socio-cognitive (the establishment of the orthographic awareness) and socio-constructivist (the improvement of game playing through emergent strategies) aspects. We will do so through both the lenses of CSCL and second language acquisition theories. In turn, we hope to achieve better understanding in the general nature of such a flexible grouping model and how it may be applied to the learning in other subject domains (see also: Boticki, Looi, & Wong, 2011). Furthermore, we will identify more conducive interactional patterns and game strategies, and incorporate them into our refined pedagogy in order to help future Chinese-PP players to become better learners and gamers. Acknowledgements This research was funded by the Office of Educational Research, National Institute of Education, Nanyang Technological University, Singapore (Project ID: OER 06/10 WLH). References Allen, J. R. (2008). Why learning to write Chinese is a waste of time: A modest proposal. Foreign Language Annals, 41(2), 237- 251. Anderson, R. C., Gaffney, J. S., Wu, X., Wang, C. C., Li, W., Shu, H., et al. (2002). Shared-book reading in China. In W. Li, J. Gaffney & J. Packard (Eds.), Chinese Language Acquisition: Theoretical and Pedagogical Issues (pp. 131-155). Amsterdam, Netherlands: Kluwer Academic Publishers. 185
Boticki, I., Looi, C.-K., & Wong, L.-H. (2011). Supporting mobile collaborative activities through scaffolded flexible grouping. Educational Technology & Society, 14(3), 190-202. Boticki, I., Wong, L.-H., & Looi, C.-K. (2013). Designing technology for content-independent collaborative mobile learning. IEEE Transactions on Learning Technologies, 6(1), 14-24. doi: 10.1109/TLT.2012.8 Chuang, H.-Y., & Ku, H.-Y. (2011). The effect of computer‐based multimedia instruction with Chinese character recognition. Educational Media International, 48(1), 27-41. Chung, T.-M., Leung, M.-K., Lui, J., & Wong, L.-H. (in press). Mobile learning: Learning Chinese culture, ethnics and language through moblog. Journal of Chinese Language Education. Fang, J. Y. (1996). Study on the relationship between character recognition and the lexical knowledge of primary school students. Journal of Primary Education, 9, 211-259. Ho, C. S.-H., & Bryant, P. (1997). Learning to read Chinese beyond the logographic phase. Reading Research Quarterly, 32(3), 276-289. Hsieh, C.-N., & Fei, F. (2009). Review of multimedia learning suite: Chinese characters. Language Learning & Technology, 13(3), 16-25. Huang, P.-R. (2009). The Theory and Practice of Teaching Characters. Taipei, Taiwan: Lexis. Jackson, N. E., Everson, M. E., & Ke, C. (2003). Beginning readers’ awareness of the orthographic structure of semantic-phonetic compounds: lessons from a study of learners of Chinese as a foreign language. In C. McBride-Chang & H. Chen (Eds.), Reading Development in Chinese Children (pp. 3-17). London, UK: Praeger. Jiang, X. (2006). Study on the orthographic awareness of Chinese characters by American beginners. In D.-J. Sun (Ed.), Research on character learning as a second language (pp. 470-481). Beijing, China: Commercial Press. Johnson, D., & Johnson, R. (1987). Classroom instruction and cooperative learning. In H. C. Ean & H. J. Walberg (Eds.), Effective Teaching: Current Research (pp. 277-293). Berkeley, CA: McCutchen. Johnson, R., & Johnson, D. (1994). An overview of cooperative learning. In R. V. A. N. J. Thousand (Ed.), Creativity and Collaborative Learning: A Practical Guide to Empowering Students and Teachers (pp. 31-43). Baltimore, MD: Paul H. Brookes. Kukulska-Hulme, A., & Shield, L. (2008). An overview of Mobile Assisted Language Learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289. Li, Q. W. (1992). Chinese children’s development of the strategies in character learning. (Unpublished master dissertation). Fu Jen Catholic University, Hsin-Chuang, Taiwan. Li, W. M. (1989). The investigation and implementation of creative thinking learning Chinese characters. Beijing, China: People’s Education Publisher. Liu, C.-C., & Tsai, C.-C. (2008). An analysis of peer interaction patterns as discoursed by on-line small group problem-solving activity. Computers & Education, 50(3), 627-639. Lonsdale, P., Baber, C., & Sharples, M. (2004). Engaging learners with everyday technology: A participatory simulation using mobile phones. Lecture Notes in Computer Science, 3160, 461-465. Looi, C.-K., Chen, W., & Wen, Y. (2009). Exploring interactional moves in a CSCL environment for Chinese language learning. Proceedings of the International Conference on Computer Supported Collaborative Learning 2009 (pp. 350-359). Retrieved from http://www.peterlonsdale.co.uk/papers/mobilehci-lonsdale.pdf Nagy, W. W., Kuo-Kealoha, A., Wu, X., Li, W., Anderson, R. C., & Chen, X. (2002). The role of morphological awareness in learning to read Chinese. In W. Li, J. Gaffney & J. Packard (Eds.), Chinese language acquisition: Theoretical and pedagogical issues (pp. 59-86). Amsterdam, Netherlands: Kluwer Academic Publishers. Nussbaum, M., Alvarez, C., McFarlane, A., Gomez, F., Claro, S., & Radovic, D. (2009). Technology as small group face-to-face Collaborative Scaffolding. Computers & Education, 52(1), 147-153. Shen, H. H. (2004). Level of cognitive processing: Effects on character learning among non-native learners of Chinese as a foreign language. Language and Education, 18(2), 167-182. Shen, H. H. (2005). An investigation of Chinese-character learning strategies among non-native speakers of Chinese. System, 33(1), 49-68. Strauss, A., & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage. Sun, D.-J. (Ed.). (2006). Research on character learning as a second language. Beijing, China: Commercial Press. 186
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http://www.ifets.info ISSN: 1436-45
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Supporting Organizations Centre for
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Timely Diagnostic Feedback for Data
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Lim et al. addressed two gaps, a us
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The new found benefits of technolog
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analysis of all articles submitted
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Since some articles could not meet
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Table 2. Distribution of research t
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Research method Table 8 shows diffe
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authors concluded that mixed-method
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trends. Library and Information Sci
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Taylor, E. W. (2001). Adult Educati
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Zealand 10 paper 15 19 Using mutual
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impact on a variety of sectors arou
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Grand challenges These grand challe
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eport for details of competencies c
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learning repositories to use in con
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Acknowledgements This paper is base
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eliminating duplicates, a total of
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Findings of this review In the foll
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Table 2. Summary of empirical resea
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students’ conception of learning
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their creative capacity in designin
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which make it impossible to see how
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The content knowledge Table 3 depic
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The first revision we have made to
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Angeli, C., & Valanides, N. (2005).
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Lee, H., & Hollebrands, K. (2008).
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Rushby, N. (2013). The Future of Le
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The top ten in the 2011 survey were
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My first vision of the future is on
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References Dienstag, J. (2006). Pes
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industries, new laws, and new areas
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or distractive effects of technolog
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This may be further complicated by
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espect, the literature about school
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Tondeur, J., Van Keer, H., van Braa
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Disruptive technology When mainfram
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with the physical environment, such
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mockups, and then embedded in compu
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the global marketplace. Students in
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games, and virtual worlds are domin
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Malone, T. W. & Lepper, M. R. (1987
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education reform. In the following
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error elimination and/or refutation
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In essence, as depicted in figure 1
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of our students, who are the future
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Simon, H. (1996). The Sciences of t
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2010). Similar patterns can be obse
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To complement the literature search
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Figure 1. Domains of sustainable e-
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Discussion and conclusions This sco
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Baty, P. (2010, July 1). Global rep
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Loewenberger, P., & Bull, J. (2003)
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applied query expansion techniques
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di, 1 ≤ i ≤ n , 0 < d i ≤ 1,
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Procedure Figure 2 schematically de
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Phase 3. Wiki-based revision Throug
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Table 4. Comparison of the performa
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materials manually by working alone
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# Question 1 2 3 4 5 Table 7. Users
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Kuo, Y. H., & Huang, Y. M. (2009).
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Nevertheless, one of the major prob
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Rlj indicates the answer of the l t
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Relative weight Very low 5 ww , ∈
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Experiment and evaluation Figure 7.
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and CG (59.06 and 13.52). The resul
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Expert 1 Expert 2 Expert 3 Correctn
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The EFWA algorithm Appendix Defini
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Page 167 and 168: Mayer, R. E. (2001). Multimedia lea
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Page 177 and 178: Appendix 1. Sample items of BACT *I
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Page 185 and 186: Findings The students exhibited hig
Page 187 and 188: We take two instances of character
Page 189: In designing Chinese-PP, we instead
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Page 195 and 196: 2000). For example, Filippidis and
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Page 201 and 202: Burguillo, J. C. (2010). Using game
Page 203 and 204: Wong, L.-H. (2013). Analysis of Stu
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Page 207 and 208: Student responses were coded based
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Page 225 and 226: Procedures All subjects in both gro
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The first phase generates a diagnos
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To assure pretest validity and reli
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Questionnaire and interviews To und
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Maughan, S., Peet, D., & Willmott,
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According to Angeli and Valanides (
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description, objectives, and entry
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TCK: For the fourth activity, the g
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A questionnaire focusing on Instruc
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eing aware of the importance of sel
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References Airasian, P. W., & Walsh
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Instructional Technology Instructio
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and He (2006) revealed that technol
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Model and hypothesis development Sa
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Table 1. Student profile Gender: Ma
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H3 Student satisfaction has positiv
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Conclusions Addressing four PRS iss
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Tao, Y.-H., & Yeh, R. C. (2009, Jul
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My overall experience of PRS is abs
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skills can move to the next learnin
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were divided into an experimental g
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illustrates the Monopoly gameplay m
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Comparison of monopoly and instruct
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Guskey, T. R., & Gates, S. L. (1986
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Yang, C.-C., Tseng, S.-S., Liao, A.
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text only because learners are able
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Figure 2. Structure of poetry multi
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time period. Bandwidth is measured
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Participants and experimental proce
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owses multimedia resources. Fewer p
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the other approach. Meanwhile, the
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Wang, Y.-H., Young, S. S.-C., & Jan
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mistakes in front of the teacher an
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Basic English learning materials we
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The instructor also showed positive
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H.L, M = 38.11) which occurred in b
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Discussions Tangible learning compa
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We can conclude from the current st
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Joo, Y. J., Joung, S., & Kim, E. K.
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on 506 students registered for cybe
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and management systems, learning se
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multivariate normal distribution as
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Structural model examination Table
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Direct effect Flow ← Satisfaction
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Second, the results of this study c
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Kim, H. S. (2008). The effects of t
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language accurately, or product-ori
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Thailand 5 Vietnam 25 Total 208 Res
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Procedures of data collection Figur
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discussions. From Brian’s log fil
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universities. There were 259 studen
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and he provided his arguments and r
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Within groups Total Test 4 Between
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Crooks, B. (2003). The combined use
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Appendix A 342
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teenager. Chapter four, “Identity
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