Issues of Strategies and Multimedia Integration in Chinese Character Deeper Learning Instruction
DOI:
https://doi.org/10.37134/bitara.vol18.2.11.2025Keywords:
Deeper learning, Chinese character, Instructional challenges, Pedagogical strategies, Multimedia integrationAbstract
Deep learning has become a focal point in education, particularly in fostering 21st-century skills such as problem-solving, critical thinking, and deep semantic understanding. However, in the context of Chinese character learning, challenges persist in developing deep semantic understanding and higher-order cognitive skills such as problem-solving and critical thinking. This study aims to explore the teachers’ perspectives on challenges, strategies, and multimedia integration in Chinese character deeper learning. A survey was administered to 325 primary school Chinese language teachers, selected through simple random sampling, using a structured needs analysis questionnaire. The findings highlight significant difficulties in students’ comprehension of Chinese character glyphs and meanings, limitations in teachers’ pedagogical approaches, as well as the inadequate application of multimedia for fostering deeper learning. These findings highlight the need for more effective pedagogical strategies and multimedia integration to enhance deep learning in Chinese character instruction, and proposed the necessity of structured, multimedia-assisted instructional modules. This study lays the groundwork for future research on the impact of multimedia-enhanced interventions on students’ deep learning, cognitive development and long-term retention in Chinese character learning.
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