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A quantitative study on the effects of an interactive multimodal application to promote students' learning motivation and comprehension in studying Tang poetry

Studying China's Tang poetry is a crucially integrated part of the language curriculum in primary schools because it is an important part of its cultural heritage and classical literature. However, due to the fact that Tang poetry is written in classical Chinese, which is quite different from m...

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Autores principales: Chen, Chuang, Jamiat, Nurullizam
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10285532/
https://www.ncbi.nlm.nih.gov/pubmed/37359868
http://dx.doi.org/10.3389/fpsyg.2023.1189864
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author Chen, Chuang
Jamiat, Nurullizam
author_facet Chen, Chuang
Jamiat, Nurullizam
author_sort Chen, Chuang
collection PubMed
description Studying China's Tang poetry is a crucially integrated part of the language curriculum in primary schools because it is an important part of its cultural heritage and classical literature. However, due to the fact that Tang poetry is written in classical Chinese, which is quite different from modern Chinese Mandarin, and the complex categories of this poetry style, learning Tang poetry can be a challenging experience for many students. To address this problem, this study developed an interactive multimodal application based on the cognitive-affective theory of learning with media to learn Tang poetry in an interactive way. In order to assess the effectiveness of this method, a pretest-posttest control group experiment was conducted. The experiment included eighty third-grade students randomly and equally divided into experimental and control groups from an elementary school in Xinzheng, Henan Province, to test (1) whether the interactive multimodal application improves students' reading comprehension of Tang poetry and (2) whether the application enhances students' intrinsic and/or extrinsic motivation in learning Tang poetry. A multimodal interactive application was used by the experimental group to learn Tang poetry, while the control group used a traditional classroom method. According to the study's findings, it was found that students' intrinsic motivation and comprehension of Tang poetry improved through the use of the interactive multimodal application mode.
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spelling pubmed-102855322023-06-23 A quantitative study on the effects of an interactive multimodal application to promote students' learning motivation and comprehension in studying Tang poetry Chen, Chuang Jamiat, Nurullizam Front Psychol Psychology Studying China's Tang poetry is a crucially integrated part of the language curriculum in primary schools because it is an important part of its cultural heritage and classical literature. However, due to the fact that Tang poetry is written in classical Chinese, which is quite different from modern Chinese Mandarin, and the complex categories of this poetry style, learning Tang poetry can be a challenging experience for many students. To address this problem, this study developed an interactive multimodal application based on the cognitive-affective theory of learning with media to learn Tang poetry in an interactive way. In order to assess the effectiveness of this method, a pretest-posttest control group experiment was conducted. The experiment included eighty third-grade students randomly and equally divided into experimental and control groups from an elementary school in Xinzheng, Henan Province, to test (1) whether the interactive multimodal application improves students' reading comprehension of Tang poetry and (2) whether the application enhances students' intrinsic and/or extrinsic motivation in learning Tang poetry. A multimodal interactive application was used by the experimental group to learn Tang poetry, while the control group used a traditional classroom method. According to the study's findings, it was found that students' intrinsic motivation and comprehension of Tang poetry improved through the use of the interactive multimodal application mode. Frontiers Media S.A. 2023-06-08 /pmc/articles/PMC10285532/ /pubmed/37359868 http://dx.doi.org/10.3389/fpsyg.2023.1189864 Text en Copyright © 2023 Chen and Jamiat. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Chen, Chuang
Jamiat, Nurullizam
A quantitative study on the effects of an interactive multimodal application to promote students' learning motivation and comprehension in studying Tang poetry
title A quantitative study on the effects of an interactive multimodal application to promote students' learning motivation and comprehension in studying Tang poetry
title_full A quantitative study on the effects of an interactive multimodal application to promote students' learning motivation and comprehension in studying Tang poetry
title_fullStr A quantitative study on the effects of an interactive multimodal application to promote students' learning motivation and comprehension in studying Tang poetry
title_full_unstemmed A quantitative study on the effects of an interactive multimodal application to promote students' learning motivation and comprehension in studying Tang poetry
title_short A quantitative study on the effects of an interactive multimodal application to promote students' learning motivation and comprehension in studying Tang poetry
title_sort quantitative study on the effects of an interactive multimodal application to promote students' learning motivation and comprehension in studying tang poetry
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10285532/
https://www.ncbi.nlm.nih.gov/pubmed/37359868
http://dx.doi.org/10.3389/fpsyg.2023.1189864
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