Comparing the Effects of Stroke-Appearing and Stroke-Disappearing on Learning the Order of Strokes in Chinese Characters

Jon-Chao Hong,Ming-Yueh Hwang,Kai-Hsin Tai,Pei-Hsin Lin

doi:10.3389/fpsyg.2021.704457

Abstract

Different approaches to stimulating perceptions in learning can be easily designed with technology-enhanced learning systems. This study aimed to explore how different approaches can influence learners' perceptions that may negatively or positively affect their learning performance of writing Chinese characters using the correct Chinese order of strokes (COS). We therefore designed an e-learning system which was subdivided into two modes: stroke-appearing (i.e., using red to mark incorrect strokes) and stroke-disappearing (i.e., using blanks to mark incorrect strokes) to indicate strokes written in the incorrect order. We then investigated the modes that would facilitate a higher level of attention and better learning outcomes. A total of 10 third-grade elementary school students participated in the experiment, divided into two test groups. Their EEG data were collected, and time series analysis and t-tests were utilized to analyze the differences. The results indicated that: (1) there was a significant difference in the attention levels of the students practicing with the stroke-appearing and stroke-disappearing modes when learning COS, and (2) there was a significant difference in the learning outcomes of the students practicing with the stroke-appearing and stroke-disappearing modes when learning COS. These findings support the specific role of stroke order knowledge in learning Chinese characters and the need for the design of an effective method for teaching children to learn Chinese characters.

Highlights

There are many different modes of practice which can contribute to performance gains (Ossmy and Mukamel, 2018), and there is ongoing scientific research on what constitutes optimal practice
A time series was employed to observe the variation in students’ attention levels, and the trend line was calculated as a linear regression of the observed data using the least squares method, of which the forecast regression equation is as follows: Tt = b0 + b1t where t is the unit of time, Tt is the value of forecast for the tth observation, b0 = Y − b1tis the intercept of the trend line, and b1 =
The results of this study showed that the appearance of a cue would promote the (Chinese) learners’ cognitive and affective development

Summary

Introduction

There are many different modes of practice which can contribute to performance gains (Ossmy and Mukamel, 2018), and there is ongoing scientific research on what constitutes optimal practice. Researchers have argued that action perception stimulates activity in motor pathways, while modifying behavior and facilitating learning. It has been found that observing an action leads to the observer activating the corresponding motor plan (Heyes, 2011; Cook et al, 2014). This motor mirror system phenomenon plays a critical role in the promotion of imitation learning and action understanding (Rizzolatti and Craighero, 2004; Bastiaansen et al, 2009; Cook et al, 2014). We could highlight the effects of perception on Chinese stroke acquisition

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