Trial reportComputational intelligence and neuroscience2022
Interactive Course Design and Development for Cognitively Inspired Distance International Chinese Education.
Trial report in Computational intelligence and neuroscience, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This paper conducts in-depth research and analysis on the design and development of interactive courses for distance international Chinese language education using the cognitive heuristic model. The A-frame framework and JavaScript (JS) language are used to complete the construction of the virtual supermarket environment and initially design the basic framework of task-based courseware for Chinese language teaching based on virtual reality technology. Experts were invited to conduct two rounds of prestudy on the index system and determine the evaluation indexes. The international students in the junior Chinese class of X University were randomly selected as the research subjects and divided into experimental and control groups for the experimental intervention teaching. The content and form of classroom teaching were the same for both groups, and they were asked to review and consolidate the grammar points learned in class after class. The only intervention was that the experimental group was required to conduct microlearning after class with the classroom grammar points, while the control group was not required to do the same form of review after class. In addition, the students in the experimental group were followed up as a case study, and their attitudes, behaviors, and knowledge proficiency in the microlearning were recorded in detail to assess the students' acceptance and satisfaction of the microlearning from the perspective of qualitative analysis. It was found that the microlessons for teaching and learning Chinese as a foreign language can stimulate learners' interest in learning, achieve good interactive effects, and contribute to the improvement of learners' performance. This paper combines virtual reality technology, fully explores the role that immersive VR technology can play in providing cultural scenarios in the target language, and maximizes the use of existing technological vehicles and resources for Chinese teaching application design, to solve the challenges of poor interactivity in online teaching and the lack of socio-cultural contexts that have long existed in overseas Chinese teaching.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.