Poole, F., Clarke-Midura, J., & Ji, S. (2022). Exploring the Affordances and Effectiveness of a Digital Game in the Chinese Dual Language Immersion Classroom. Journal of Technology and Chinese Language Teaching, 13(1), 46-73.
[Poole, Frederick, Clarke-Midura, Jody, & 纪斯雨. (2022). 探索电子游戏在中文沉浸式课堂中的可用功能和有效性. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 13(1), 46-73.]

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Abstract/摘要：

Recent studies have found that Chinese dual language immersion learners tend to lag behind their peers studying other languages in terms of literacy skills. Yet, teachers cannot simply prioritize literacy skills at the detriment of oral communicative skills. The present study explores how the integration of a digital game into the dual language immersion classroom affords opportunities for meaningful language use while also supporting learners’ vocabulary and reading development. In this study two sixth-grade Chinese dual language immersion classes play a digital game in eight sessions across four weeks. Audio data of students interacting with the researcher were recorded and seven affordances that emerged through in-class gameplay were identified. Further, results indicate that after 4 weeks of gameplay, students had significant vocabulary and reading comprehension gains and their reading gains were significantly associated with completion of a workbook supplemental to the game.

最近一些研究发现中文沉浸式的学习者在读写能力方面落后于其他语言的学习者。教师不能简单地优先教授读写技能而不利于口语技能。此研究探索一个电子游戏在中文沉浸式课堂中如何在提高学习者词汇量和阅读能力的同时提供有意义地运用语言的机会。两个六年级的中文沉浸式班级在为期四周的研究中玩了八次同一个电子游戏。我们对学习者玩游戏过程中与研究者的互动进行了录音并编码音频数据，发现课堂游戏过程中出现的七个可用功能。而且，研究结果表示学习者在四周的游戏以后在词汇量和阅读理解方面有显著进步。他们的阅读进步与游戏的补充工作本的完成明显相关。