Advertisement

Effectiveness of Learning Chinese Character Using Tablet Technology

  • Chao-Yang Yang
  • Ting-Yi Chiu-Huang
  • Yu-Ting Wu
Part of the Lecture Notes in Computer Science book series (LNCS, volume 8011)

Abstract

Bad handwriting often results in bad academic performance and discourages students from learning. Tablet technology has given character learning a new form such as writing by fingertip and various selection of background color. Without holding a pen, it is less stress and more intuitive for character-learning children. With certain background color, child seems pay more attention on writing. In this research, we piloted an evaluation to which we investigated whether learning by the tablet features is better than traditional paper-and-pencil learning. A third-year elementary student who is in the age of first learning Chinese characters was employed to this study. Different background color, stroke thickness and writing methods were tested. The results show that no significance between but aesthetics. There are steady stroke, slanted character, ratio and distance. And these aesthetics appear in specific colors strokes and background, thick and thin strokes or by finger and stylus writing.

Keywords

handwriting tablet color stroke background 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Allen, R.: Can mobile devices transform education. Education Update 53(2), 2 (2011)Google Scholar
  2. 2.
    Amundson, S.J., Weil, M.: Prewriting and handwriting skills. Occupational Therapy for Children 3, 524–541 (1996)Google Scholar
  3. 3.
    Bao-gui Lin, B.-X.C.: Elementary school of child writing language test preparation. Journal of Special Education and Rehabilitation (8), 53–74 (2000)Google Scholar
  4. 4.
    Donker, A., Reitsma, P.: Young children’s ability to use a computer mouse. Computers & Education 48(4), 602–617 (2007)CrossRefGoogle Scholar
  5. 5.
    Felder, R.M., Brent, R.: Random Thoughts: Death by Power Point. Chemical Engineering Education 39(1), 28–29 (2005)Google Scholar
  6. 6.
    Hallahan, D.P., Kauffman, J.M., Lloyd, J.: Introduction to learning disabilities. Allyn and Bacon, Boston (1996)Google Scholar
  7. 7.
    Hulls, C.C.W.: Using a Tablet PC for classroom instruction. Paper Presented at the Frontiers in Education, FIE 2005. Proceedings 35th Annual Conference (2005)Google Scholar
  8. 8.
    Imhof, M.: Effects of color stimulation on handwriting performance of children with ADHD without and with additional learning disabilities. European Child & Adolescent Psychiatry 13(3), 191–198 (2004)MathSciNetCrossRefGoogle Scholar
  9. 9.
    Iovino, I., Fletcher, J.M., Breitmeyer, B.G., Foorman, B.R.: Colored overlays for visual perceptual deficits in children with reading disability and attention deficit/hyperactivity disorder: Are they differentially effective? Journal of Clinical and Experimental Neuropsychology 20(6), 791–806 (1998)CrossRefGoogle Scholar
  10. 10.
    Johnson, D.J., Myklebust, H.R.: Learning Disabilities, Educational Principles and Practices (1967)Google Scholar
  11. 11.
    Lee, D.L., Zentall, S.S.: The Effects of Visual Stimulation on the Mathematics Performance of Children with Attention Deficit/Hyperactivity Disorder. Behavioral Disorders 27(3), 272–288 (2002)Google Scholar
  12. 12.
    Li, Y.-D.: The cognitive components relating to handwriting performance of students with and without Chinese handwriting difficulties. National Changhua University of Education (2000)Google Scholar
  13. 13.
    Lin, Q.-H.: Attention to the problem of elementary school children’s writing. Elementary special education (2001)Google Scholar
  14. 14.
    Mather, N., Roberts, R.: Informal assessment and instruction in written language: A practitioner’s guide for students with learning disabilities. J. Wiley (1997)Google Scholar
  15. 15.
    McClanahan, B., Williams, K., Kennedy, E., Tate, S.: A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement. Tech.Trends 56(3), 20–28 (2012)CrossRefGoogle Scholar
  16. 16.
    Ministry of Education, 100 annual policy objectives (2011), http://www.edu.tw/secretary/content.aspx?site_content_sn=23762
  17. 17.
    Morris, N.T., Crump, W.D.: Syntactic and vocabulary development in the written discourse of learning disabled and normal children and adolescent. Dissertation Abstracts International (SECA) 41(01), 140 (1982)Google Scholar
  18. 18.
    Racine, M.B., Majnemer, A., Shevell, M., Snider, L.: Handwriting performance in children with attention deficit hyperactivity disorder (ADHD). Journal of Child Neurology 23(4), 399–406 (2008)CrossRefGoogle Scholar
  19. 19.
    Rubia, K., Noorloos, J., Smith, A., Gunning, B., Sergeant, J.: Motor timing deficits in community and clinical boys with hyperactive behavior: the effect of methylphenidate on motor timing. Journal of Abnormal Child Psychology 31(3), 301–313 (2003)CrossRefGoogle Scholar
  20. 20.
    Smith, C.R.: Learning Disabilities: The Interaction of Learn, Tasks, and Setting. Allyn and Bacon, Boston (1991)Google Scholar
  21. 21.
    Yang, K.-T.: Learning disabilities, teaching materials. Wu Nan Psychological Publishing, Taipei (2002)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2013

Authors and Affiliations

  • Chao-Yang Yang
    • 1
  • Ting-Yi Chiu-Huang
    • 1
  • Yu-Ting Wu
    • 1
  1. 1.Department of Industrial DesignChang Gung UniversityKwei-Shan Tao-YuanTaiwan R.O.C.

Personalised recommendations