Altering Element Interactivity and Variability in Example-Practice Sequences to Enhance Learning to Write Chinese Characters

Autor/inn/en	Lu, Jia; Kalyuga, Slava; Sweller, John
Titel	Altering Element Interactivity and Variability in Example-Practice Sequences to Enhance Learning to Write Chinese Characters
Quelle	In: Applied Cognitive Psychology, 34 (2020) 4, S.837-843 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lu, Jia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3668
Schlagwörter	Cognitive Ability; Chinese; Orthographic Symbols; Written Language; Foreign Students; College Students; Second Language Learning; Second Language Instruction; Writing Skills; Comparative Analysis; Writing Instruction; Learning Processes; Foreign Countries; China + Suchen Sie Ihr Suchwort? Denkfähigkeit; China; Chinesen; Geschriebene Sprache; Collegestudent; Zweitsprachenerwerb; Fremdsprachenunterricht; Writing skill; Schreibfertigkeit; Schreibunterricht; Learning process; Lernprozess; Ausland
Abstract	The isolated elements and variability effects of cognitive load theory were used to alter the element interactivity of Chinese characters when instructing novice learners (72 overseas students at a Chinese university) in writing characters using worked examples-practice procedures. A group of characters with more than eight strokes was disassembled into three individual components. Students were required to trace examples and practice writing of either similar sequences of isolated components followed by integrated components of full characters (Isolated-Integrated sequences); variable sequences of isolated followed by integrated components (Variability-Integrated sequences); or conventional Integrated-Integrated sequences of full characters. It was hypothesized that the fully integrated stroke-movements form of example-practice sequences would result in less learning due to a greater cognitive load. The results demonstrated that the participants in both the Isolated-Integrated and Variable-Integrated groups performed significantly better than the Integrated-Integrated group with the Variable-Integrated group outperforming the Isolated-Integrated group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01