Can Students with Dyslexia Learn Independently? A Seven-Week Study of Chinese Character Learning in an Informal Learning Environment

Autor/inn/en	Fung, Ka-Yan; Perrault, Simon Tangi; Lee, Lik-Hang; Fung, Kwong-Chiu; Song, Shenghui
Titel	Can Students with Dyslexia Learn Independently? A Seven-Week Study of Chinese Character Learning in an Informal Learning Environment
Quelle	In: IEEE Transactions on Learning Technologies, 16 (2023) 5, S.619-632 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fung, Ka-Yan) ORCID (Perrault, Simon Tangi) ORCID (Song, Shenghui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1109/TLT.2022.3229016
Schlagwörter	Dyslexia; Inclusion; Students with Disabilities; Chinese; Ideography; Educational Technology; Writing Instruction; Telecommunications; Handheld Devices; Memory; Program Effectiveness; Writing Skills; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; China; Chinesen; Unterrichtsmedien; Schreibunterricht; Telekommunikationstechnik; Gedächtnis; Writing skill; Schreibfertigkeit; Ausland; Hongkong
Abstract	Dyslexia is a specific learning difficulty that affects primary school students, which is difficult to tackle through traditional school learning due to limited resources. To this end, large-scale digital learning presents new opportunities to address the need for inclusive education. A unique challenge for students with dyslexia in Hong Kong is learning Chinese characters. In this article, we investigate whether students with dyslexia can learn the writing of Chinese characters independently in an informal learning environment. For that purpose, we developed a mobile application for learning to write Chinese characters with three different writing conditions. First, students learn new Chinese characters in Condition 1: Grid+Contour+Instruction. Then, students strengthen their memory of the learned Chinese characters in Condition 2: Grid+Contour. Finally, students retrieve the memory of the learned Chinese characters in Condition 3: Grid Only. Students with dyslexia demonstrated a significant improvement after practicing with the three-condition design. For example, they wrote much slower than students without dyslexia before the study but caught up over time. This study contributes an approach to facilitate the self-paced learning of students with dyslexia at scale. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=4620076
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01