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Lih-Ching Chen Wang

Eddie T. C. Lam

Cleveland State University, USA

 

Shi Jiang

University School, USA

 

Abstract

Using Quizizz as the practice tool, this study assessed the relative effectiveness of gamified individual practice vs. gamified group practice on Chinese vocabulary acquisition among American high school students. Participants were high school students enrolled in Chinese as a foreign language (CFL) courses at five different levels in a suburban all-male private high school in the midwestern region of the United States. Students were first taught as part of a single large-group class experience, and then divided into two groups: individual practice and group practice. Results of the mixed-design ANOVA indicated there was no significant (p > .05) difference in the outcome between the two groups (individual vs. group practice). However, there was a significant positive correlation between study time and posttest scores (r = .668, p = .001). It is suggested that further research should include a larger sample size with both male and female participants as well as other types of gamified practice tools besides Quizizz.

 

Keywords

Vocabulary acquisition, gamification, Mandarin Chinese, Mixed-Design ANOVA

 

美国高中中文外语课程使用 Quizizz 对个人和小组词汇习得成效的初步调查

陳麗卿

林德正

克利夫兰州立大学，美国

 

蒋诗

University School, 美国

 

摘要

本研究使用 Quizizz 作为学习中文词汇的练习工具，评估美国中文外语课程高中生对游戏化个人与小组中文词汇习得的相对有效性。参与者是美国中西部郊区一所全男性私立高中五个不同等级的中文外语课程学生。他们首先体验整体大班课堂中文词汇的教学，然后分为两组 ：个人练习和小组练习。混合设计方差分析(mixed-design ANOVA)的结果发现，两组（个人与小组练习）之间对于词汇习得的成效并没有显着性的差异 (p > .05)。然而，学习时间和后测分数之间却存在着显着的正相关性（ r = .668, p = .001）。进一步的研究应包括男性和女性参与者更大的样本量，以及使用 Quizizz 之外其他类型的游戏化学习和练习工具。

 

关键词

词汇习得，游戏化，普通话，混合设计方差分析