Impact of Interactive Multimedia on Literacy Among Chinese Grade-3 Students

Abstract

This study investigates the impact of interactive multimedia on Chinese character recognition skills among third-grade students in Beijing, China. The research aims to study the impact of incorporating mnemonics into multimedia on the acquisition of Chinese character recognition skills in Grade 3 students and to compare the skill level between students who learn using CLT and DCT and students who learn using non-CLT and DCT. Employing an experimental research design, the study compares the effectiveness of interactive multimedia teaching methods with traditional classroom approaches. A target group from two elementary schools participated in the survey, with 30 students learning through Cognitive Load Theory (CLT) and Dual Coding Theory (DCT) based multimedia methods, and 30 through non-CLT and non-DCT methods. Data were collected through pre-test and post-tests, and a survey was administered via questionnaire. The study used descriptive and inferential statistics, including t-tests, to analyze the data. Results indicate that the interactive multimedia made learning Chinese characters more enjoyable, and they had the highest level of engagement. Students who learn using Cognitive Load Theory (CLT) and Dual Coding Theory (DCT) based multimedia methods demonstrate significantly higher Chinese character recognition skills than students who learn using non-CLT and non-DCT methods. This research contributes to the growing body of literature on the efficacy of multimedia in language education. It provides practical insights for educators and policymakers in leveraging technology to enhance literacy among young learners