Evidence for the Use of Embodied Animations in Chinese Character Learning

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Lu, M.T., Hallman, G. & Black, J. (2010). Evidence for the Use of Embodied Animations in Chinese Character Learning. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 3753-3762). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/35184.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2010
Toronto, Canada
June 29, 2010
ISBN 1-880094-81-9
AACE

More Information on EDMEDIA
Table of Contents

Authors

Ming-Tsan Lu, Gregory Hallman, John Black, Teachers College, Columbia University, United States

Abstract

Chinese characters, or Hanji, are nonalphabetic orthography words that are formed and written in a specific logographic format. Although there is this trend of Chinese learning in the U.S., learners of Chinese still show a motivational decline in their learning after their first semester’s Chinese class or when Chinese characters are introduced. As the advance of neuroimaging techniques, researchers use fMRI to examine human brain’s cortical activities when one is processing Chinese characters. They found that some Brodmann’s areas are activated that are unique to Chinese characters. The strong activation of BAs 4, 6, 1, 3, and 7 implies that Chinese character processing is strongly associated with human’s body movements, which leads to the proposed original embodied animation design. The purpose of the article is to review related literature that provides evidence for the use of embodied animations in learning Chinese characters for beginning learners of Chinese as a Foreign Language (CFL).

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