{"id":{"repo_id":"byu","oai_identifier":"oai:scholarsarchive.byu.edu:etd-1587"},"canonical_url":"https://search.dev.ndltd.org/etd/byu/oai:scholarsarchive.byu.edu:etd-1587","repository":{"repo_id":"byu","name":"Brigham Young University","base_url":"https://scholarsarchive.byu.edu/do/oai/"},"display":{"title":"Design, Development and Evaluation of Chinese Radical and Character Tutorial by Hypermedia","abstract":"This project report describes the instructional design, development and evaluation of the Chinese Radical and Character Tutorial (CRCT) project. The web-based CRCT project integrated hypermedia resources (audio, video, graphics, animation and hyperlinks) to teach undergraduate and graduate students basic Chinese radical and character recognition and writing. One-to-one test, expert review and small-group test were utilized in the formative evaluation. Statistical significance was found in the small-group test, which suggests that supplemental hypermedia material can effectively facilitate student learning of Chinese reading and writing outside of the classroom. Moreover, the qualitative data indicated that students enjoyed using CRCT's drills, feedback features and video-writing demonstrations to facilitate their learning. The web-based environment provided interaction and allowed them to practice at any time and place.","abstract_html":"This project report describes the instructional design, development and evaluation of the Chinese Radical and Character Tutorial (CRCT) project. The web-based CRCT project integrated hypermedia resources (audio, video, graphics, animation and hyperlinks) to teach undergraduate and graduate students basic Chinese radical and character recognition and writing. One-to-one test, expert review and small-group test were utilized in the formative evaluation. Statistical significance was found in the small-group test, which suggests that supplemental hypermedia material can effectively facilitate student learning of Chinese reading and writing outside of the classroom. Moreover, the qualitative data indicated that students enjoyed using CRCT's drills, feedback features and video-writing demonstrations to facilitate their learning. 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McKay School of Education; Instructional Psychology and Technology"]},{"key":"dc:description.abstract","label":"Abstract","values":["This project report describes the instructional design, development and evaluation of the Chinese Radical and Character Tutorial (CRCT) project. The web-based CRCT project integrated hypermedia resources (audio, video, graphics, animation and hyperlinks) to teach undergraduate and graduate students basic Chinese radical and character recognition and writing. One-to-one test, expert review and small-group test were utilized in the formative evaluation. Statistical significance was found in the small-group test, which suggests that supplemental hypermedia material can effectively facilitate student learning of Chinese reading and writing outside of the classroom. Moreover, the qualitative data indicated that students enjoyed using CRCT's drills, feedback features and video-writing demonstrations to facilitate their learning. 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One-to-one test, expert review and small-group test were utilized in the formative evaluation. Statistical significance was found in the small-group test, which suggests that supplemental hypermedia material can effectively facilitate student learning of Chinese reading and writing outside of the classroom. Moreover, the qualitative data indicated that students enjoyed using CRCT's drills, feedback features and video-writing demonstrations to facilitate their learning. 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