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The Use of Embodied Animation for Beginning Learners of Chinese Characters

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The Use of Embodied Animation for Beginning Learners of Chinese Characters The Effect of Instructional Embodiment Designs on Chinese Language Learning: The Use of Embodied Animation for Beginning Learners of Chinese Characters Ming-Tsan Pierre Lu Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2011 © 2011 Ming-Tsan Pierre Lu ALL RIGHTS RESERVED ABSTRACT The Effect of Instructional Embodiment Designs on Chinese Language Learning: The Use of Embodied Animation for Beginning Learners of Chinese Characters Ming-Tsan Pierre Lu The focus of this study was an investigation of the effects of embodied animation on the retention outcomes of Chinese character learning (CCL) for beginning learners of Chinese as a Foreign Language (CFL). Chinese characters have three main features: semantic meaning, pronunciation, and written form. Chinese characters are different from English words in that they are non-alphabetic orthographies. Though popular, they are deemed very hard to learn. However, Chinese character processing is found to be neurologically related to human body movements, or at least the imagination of them. Literature also indicated the importance of embodied cognition, imagination, and technology use in human language memory and learning. The design of embodied animation for a computer-based CCL program is developed which consists of three types of characters. The study used Between-Subject Post-test Only Control Group experimental design with sixty-nine adults. The study compared five learning conditions: embodied animation learning (EAL), human-image animation learning (HAL), object-image animation learning, no-animation etymology learning, and traditional learning (serving as a control group). Participants in the EAL group perceived the character etymological animation, and then a video clip depicting the moving actions of human body movements and/or gestures which show the semantic meaning and the written form of the character. The study found that the EAL group outperformed the other learning groups with medium to large effects. Specifically, after one week of learning, the EAL group outperformed the other groups in terms of learners‘ free recall of Chinese characters, in characters‘ meaning-form mappings, and in characters‘ form-meaning and-sound mappings. Furthermore, the EAL group performed better than the other groups in the retention of all three types of characters (i.e., pictograph, indicative, and ideograph). Therefore, findings revealed the positive effects of embodied animation on CCL. In addition, the HAL group showed promising retention rate by constantly performing the second best in all tasks. The study also revealed that pictographs and indicatives were better learned than ideographs across groups. Drawing from the study, the use of embodied animation in a computer-based program is suggested to be effective on character learning for beginning learners of CFL. Grounded and Embodied Cognition……………………… 37 Imagination……………………………………………….. 42 Instructional Embodiment………………………………… 45 Embodied Cognition and Language Learning……………. 46 Empirical Evidence for Embodied Cognition…………….. 47 Future Trends in CCL and Teaching…………………………………. 49 Section 3. CALL and Other Technological Designs for CCL………………….. 51 CALL………………………………………………………………… 51 Previous Designs of Animation for CCL…………………………….. 53 KanjiCard…………………………………………………. 54 HyperCharacters…………………………………………... 57 The Multimedia Design…………………………………... 60 Character Origin…………………………………………... 62 Section 4. Neurological Evidence for the Use of Embodied Animations in CCL………………………………………………………………….. 64 Evidence of Neuro-imaging for Chinese Processing………………… 64 Chinese Character Processing……………………………………….. 65 Chinese Semantics Processing……………………………………….. 69 Evidence for the Use of Embodied Animations……………………... 73 Section 5. Design of Embodied Animations for CCL………………………….. 77 Embodied Animations……………………………………………….. 77 Designs of Embodied Animations…………………………………… 78 Interface of the CCL Program……………………………………….. 81 Summary of Literature Review……………………………………… 83 III. THE PILOT STUDY Section 1. Overview………………………………………………………..…... 85 Section 2. Background, Problem, and Rationale……………………………….. 86 Scientific Justification…………………………………………….…. 86 Research Question………………………………………………….... 87 Section 3. Method………………………………………………………………. 89 Study Design………………………..………………………….….…. 89 Participants…………………………..………………………………. 92 ii Apparatus and Materials………………...………………………….... 93 Apparatuses………………………………………………. 93 Materials………………………………………………….. 94 Procedures………………………………………………………..….101 Prescreening………………………………………………101 Process……………………………………………………102 Data Analysis………………………………..……………………….104 Variables and Coding……………………………………. 105 Section 4. Results…………………………………..………………………….. 109 Pre-Instruction Questionnaire………………………………………. 109 Test Means and Standard Deviations……………………………….. 110 Graphs for Test Results……………………………………………... 112 Group Comparisons……………………………………………..….. 118 Practice Effect…………………………………………… 121 Post-Instruction Questionnaire……………………………………... 123 Do you like the Chinese character instruction program?... 123 Do you think the Chinese character instruction program is effective?............................................................................ 123 What do you think about Chinese characters?................... 125 Bivariate Correlation Data Analysis…………………….. 127 Open-Ended Questions………………………………….. 130 Section 5. Limitations and Future Directions…………….………………….... 132 Limitations………………………………………………………….. 132 Future Directions…………………………………………………… 132 IV. THE MAIN STUDY Section 1. Prefatory Statement of the Investigation Questions……………….. 137 Improvements from the Pilot Study………………………………… 137 Research Questions…………………………………………………. 138 Section 2. Method……………………………………………………………... 140 Study Design……………………………………………………….. 140 Five Learning Conditions……………………………….. 141 Participants…………………………………………………………. 146 iii Apparatus and Materials……………………………………………. 147 Apparatuses……………………………………………… 147 Materials…………………………………………………. 148 Procedures………………………………………………………….. 151 Section 3. Results……………………………………………………………… 154 Methodology Checks……………………………………………….. 154 Internal Consistency Reliability…………………………. 154 Inter-rater Reliability…………………………………….. 154 Data Analysis……………………………………………………….. 155 MANOVA…………………………………………..…… 155 Correct Percentages for Free Recall Total Scores…..…… 156 The EAL on the One Week Free Recall Test……………. 159 The EAL on Meaning-Form Mapping, Sound-Form Mapping, and Form-Meaning and-Sound Mapping Tests after One Week…………161 Meaning-Form Mapping on the One-Week Test………… 164 Sound-Form Mapping on the One-Week Test…………… 166 Form-Meaning and Sound Mapping on the One-Week Test………………………………………………………. 168 Pictographs, Indicatives, and Ideographs……………………….... 170 Pictographs, Indicatives, and Ideographs across Groups................................................................................ 171 Group Comparisons for Pictographs, Indicatives, and Ideographs……………………………………………….. 174 What character is best learned?.......................................... 175 Imagination of Movements Check…………………………………. 178 Section 4. General Discussion Analysis of the Results………………………………………… 182 Summary……………………………………………..... 182 Memory Increase in the Delay Test…………………… 183 Embodied Animations……………………………………………… 184 Why Does HAL Perform the Second Best?.......................................185 Allocation of Characters…………………………………………….187 Character Attributes and Imagination………………………………188 iv Amount of Embodiment…………………………………………… 189 Limitations of the Study…………………………………….……… 190 V. CONCLUSION Section 1. Implications for Theories…………………………………………... 192 Why Embodiment?............................................................................. 192 CALL for CCL…………………………………………………… 193 Section 2. Implications for Instruction……………………………………… 194 Instructional Embodiment Designs………………………………… 194 Phonological Clue for Character Recognition……………………… 196 Section 3. Future Directions for the Research………………………………… 198 Characters for Beginning Learners of CFL………………………… 198 Embodiment Designs in the Future………………………………… 199 REFERENCES………………………………………………………………………... 204 AUTHOR NOTE……………………………………………………………………… 223 APPENDIX…………………………………………………………………………… 224 Appendix 0…………………………………………………………………………….. 224 Appendix 1…………………………………………………………………………….. 227 Appendix 2…………………………………………………………………………….. 228 Appendix 3.……………………………………………………………………………. 229 Appendix 4…………………………………………………………………………….. 230 Appendix 5…………………………………………………………………………….. 231 Appendix 6……………………………………………………………………………...232 Appendix 7…………………………………………………………………………….. 233 Appendix 8…………………………………………………………………………….. 235 Appendix 9…………………………………………………………………………….. 237 Appendix 10…………………………………………………………………………… 239 Appendix 11…………………………………………………………………………… 240 Appendix 12…………………………………………………………………………… 241 Appendix 13…………………………………………………………………………… 242 v Appendix 14…………………………………………………………………………… 243 Appendix 15…………………………………………………………………………… 247 Appendix 16…………………………………………………………………………… 248 Appendix 17…………………………………………………………………………… 250 Appendix 18…………………………………………………………………………… 254 Appendix 19…………………………………………………………………………… 258 Appendix 20…………………………………………………………………………….260 Appendix 21…………………………………………………………………………… 261 Appendix 22…………………………………………………………………………… 263 Appendix 23…………………………………………………………………………… 266 Appendix 24…………………………………………………………………………… 268 Appendix 25…………………………………………………………………………… 275 Appendix 26…………………………………………………………………………… 276 vi
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