A Chinese-Learning Game Based on J2EE

2009 ◽  
Author(s):  
Liu Chuan-rui ◽  
Hu Cheng-hua ◽  
Wang Li-xin
Keyword(s):  
Learning Game ◽  
Chinese Learning

scholarly journals Music to My Ears: Developing Kanji Stroke Knowledge through an Educational Music Game

2021 ◽  
Vol 5 (12) ◽  
pp. 83
Author(s):  
Oleksandra G. Keehl ◽  
Edward F. Melcer
Keyword(s):  
Experimental Studies ◽  
Foreign Languages ◽  
Writing Systems ◽  
Unique Challenge ◽  
Learning Game ◽  
Production Practice ◽  
The Face ◽  
Chinese Learning ◽  
Stroke Knowledge ◽  
Complex Characters

Millions of people worldwide are taking up foreign languages with logographic writing systems, such as Japanese or Chinese. Learning thousands of characters necessary for literacy in those languages is a unique challenge to those coming from alphabetic backgrounds, and sustaining motivation in the face of such a momentous task is a struggle for many students. Many games exist for this purpose, but few offer production memory practice such as writing, and the vast majority are thinly veiled flashcards. To address this gap, we created Radical Tunes—a musical kanji-writing game—which combines production practice with musical mnemonic by assigning a melody to each element of a character. We chose to utilize music as it is a powerful tool that can be employed to enhance learning and memory. In this article, we explore whether incorporating melodies into a kanji learning game can positively affect the memorization of the stroke order/direction and overall shape of several Japanese characters, similar to the mnemonic effect of adding music to text. Specifically, we conducted two experimental studies, finding that (1) music improved immersion—an important factor related to learning; and (2) there was a positive correlation between melody presence and character production, particularly for more complex characters.

Influential individuals: Approach to modeling

2018 ◽  
pp. 114-131
Author(s):  
O. Yu. Bondarenko
Keyword(s):  
Social Interactions ◽  
Social Status ◽  
Experimental Approach ◽  
Expert Knowledge ◽  
Formal Models ◽  
Leader Influence ◽  
Learning Game ◽  
Game Theoretic ◽  
Asymmetric Interactions ◽  
Influential Individuals

his article explores theoretical and experimental approach to modeling social interactions. Communication and exchange of information with other people affect individual’s behavior in numerous areas. Generally, such influence is exerted by leaders, outstanding individuals who have a higher social status or expert knowledge. Social interactions are analyzed in the models of social learning, game theoretic models, conformity models, etc. However, there is a lack of formal models of asymmetric interactions. Such models could help elicit certain qualities characterizing higher social status and perception of status by other individuals, find the presence of leader influence and analyze its mechanism.

scholarly journals Evaluating the impact of an autonomous playing mode in a learning game to train oral skills of users with Down syndrome

IEEE Access ◽  
2021 ◽  
pp. 1-1
Author(s):  
David Escudero-Mancebo ◽  
Mario Corrales-Astorgano ◽  
Valentin Cardenoso-Payo ◽  
Cesar Gonzalez-Ferreras
Keyword(s):  
Down Syndrome ◽  
Learning Game ◽  
Oral Skills ◽  
The Impact

Adult Chinese as a Second Language Learners' Willingness to Communicate in Chinese: Effects of Cultural, Affective, and Linguistic Variables

2017 ◽  
Vol 120 (3) ◽  
pp. 423-442 ◽  
Author(s):  
Meihua Liu
Keyword(s):  
Second Language ◽  
Length Of Stay ◽  
Language Learners ◽  
Second Language Learners ◽  
Willingness To Communicate ◽  
Anxiety Scale ◽  
Linguistic Variables ◽  
Speaking Anxiety ◽  
Proficiency Level ◽  
Chinese Learning

The present research explored the effects of cultural, affective, and linguistic variables on adult Chinese as a second language learners' willingness to communicate in Chinese. One hundred and sixty-two Chinese as a second language learners from a Chinese university answered the Willingness to Communicate in Chinese Scale, the Intercultural Sensitivity Scale, Chinese Speaking Anxiety Scale, Chinese Learning Motivation Scale, Use of Chinese Profile, as well as the Background Questionnaire. The major findings were as follows: (1) the Willingness to Communicate in Chinese Scales were significantly negatively correlated with Chinese Speaking Anxiety Scale but positively correlated with length of stay in China and (2) Chinese Speaking Anxiety Scale was a powerful negative predictor for the overall willingness to communicate in Chinese and the Willingness to Communicate in Chinese Scales, followed by length of stay in China, Chinese Learning Motivation Scale, interaction attentiveness, and Chinese proficiency level. Apparently, students' willingness to communicate in Chinese is largely determined by their Chinese Speaking Anxiety Scale level and length of stay in China, mediated by other variables such as Chinese proficiency level and intercultural communication sensitivity level.

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