FullChinese at MIT: A Non-Disruptive Integration of Technology for Intermediate Students

Authors

Emmanuel Roche, GammakiteFollow
Tong Chen, Massachusetts Institute of Technology (MIT)Follow

Author Affiliation

Gammakite

English Abstract

We describe here ten years of development of a Chinese learning technology and five years of practical experience in integrating this technology in MIT classrooms for intermediate-high and advanced-low students. Key results are as follows:

• There is no need to disrupt the classroom experience (both for the teacher and the students);
• Technology provides a sharp increase in learning efficiency and motivation, as confirmed by students; and
• This overall improvement in learning is achieved by focusing on the efficiency of personal study time.

The most salient type of feedback from students falls into two categories: “I wouldn’t have been able to take a class at that level without FullChinese,” and “The use of technology allowed me to prepare for class two to three times faster.” Results were achieved through a slow iterative process during which our learning technology evolved to solve observed needs in acquiring complex new material.

Manuscript Language

English

Recommended Citation

Roche, Emmanuel and Chen, Tong (2023) "FullChinese at MIT: A Non-Disruptive Integration of Technology for Intermediate Students," Chinese Language Teaching Methodology and Technology: Vol. 6: Iss. 1, Article 3.
Available at: https://engagedscholarship.csuohio.edu/cltmt/vol6/iss1/3