The Effect of Multimedia Technology on Deep Learning of Chinese Characters Among Primary School Students

Abstract

Although deep learning is a hot topic in the educational field nowadays, the study of how multimedia technology affects students’ deep learning of Chinese characters is still insufficient. Therefore, a quantitative study administered via a quasi-experiment was conducted, aiming to: analyse the difference in literacy writing achievement between students taught using multimedia technology as compared to those taught with conventional method; and explore whether the multimedia technology promotes deep learning of Chinese characters. A total of 73 primary school students were selected using the random sampling method. 36 pre- and post-test questions identified the difference in Chinese literacy writing achievement between the experimental group (n = 37) and control group (n = 36), while a questionnaire assessed differences in deep learning. The findings show that multimedia technology had no significant impact on the cognitive and intrapersonal domains but was effective in the interpersonal domain of deep learning, which suggested teachers to make full use of multimedia technology in cultivating students’ communication, collaboration, responsibility, and conflict resolution skills.