Mobile Experience in Learning Chinese: Review and Recommendations

Mobile Experience in Learning Chinese: Review and Recommendations

Rong Hu (University of Nottingham – Ningbo, China) and Xiaoge Xu (University of Nottingham – Ningbo, China)
Copyright: © 2019 |Pages: 11
DOI: 10.4018/978-1-5225-7885-7.ch011

Abstract

In the age of experience economy, students are also attaching greater importance to enlightening and entertaining experience in learning. Earlier studies on mobile learning experience have generated increasing amount of knowledge on experience-oriented learning. Through reviewing earlier studies on mobile experience in learning Chinese as a second language and recommending dimensions and directions for further studies, this chapter aims at inviting further studies on how to enhance mobile learning experience in general by applying the six stages of mobile experience, assisted with the 3M (mapping, measuring, and modeling) approach with a focus on the gap between the normative and the empirical dimensions of mobile experience in learning Chinese in the context of Confucius Institutes around the world.
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Mobile Technology And Learning Experience

Since Apple launched its first generation of smartphones in 2007, mobile technological advances have been leveraged in language learning via smartphones. Learning Chinese as a second language is no exception as it has been increasingly assisted by mobile technology. The year of 2007 also witnessed the emergence of a scenario-based design(Tseng et al, 2007) and a Chinese learning support system (Chen, Chou, & Arnedillo Sánchez, 2007) supported by location-aware technology. And Student Partner System (mobile Chinese learning system focusing on collaborative learning) and CAMCLL (Context-aware Mobile Chinese Learning for foreigners) approach were introduced respectively in 2008 and 2009. (Anderson, Hwang, & Hsieh, 2008;Al-Mekhlafi, Zheng, & Hu, 2009)

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