The effect of multimedia instruction for Chinese learning

Chung Ping Lee, Chung Wei Shen, Doris Lee

Research output: Contribution to journalArticlepeer-review

6 Scopus citations


In Taiwan, lectures are commonly used for younger students to learn their own language, which is traditional Chinese. Passively listening to lectures has led to this group of students making such mistakes as forgetting strokes and word meanings, combining phrases to create incomprehensible blurs of information, and switching radicals with phonetic characters. Thus, the rationale of this study is that better and longer lasting Chinese learning results will occur when a combination of well-designed texts, audio, graphics, animation, and hands-on practice are employed. A multimedia system with computer-based courseware in combination with added, assistive technologies including sound equipment, digital boards, and pens was developed based on this rationale. This study used a treatment group who used the system and a comparison group who received lectures. The subjects were 41 second graders in a southern city in Taiwan and all of them received the same pretest, immediate posttest, and the delayed posttest. Even though some of the differences between the two groups did not reach statistical significance, the results revealed that the treatment group consistently performed better than the comparison group in almost all the areas of competencies in both posttests.

Original languageEnglish (US)
Pages (from-to)127-138
Number of pages12
JournalLearning, Media and Technology
Issue number2
StatePublished - Jun 2008

All Science Journal Classification (ASJC) codes

  • Education
  • Media Technology


Dive into the research topics of 'The effect of multimedia instruction for Chinese learning'. Together they form a unique fingerprint.

Cite this