The Effect of Context-Aware Mobile Learning on Chinese Rhetoric Ability of Elementary School Students

Abstract

Context-aware mobile learning (CAML) possesses the characteristics of digitalization and mobility, which enables it to further break up the restriction of the environment and make us conduct learning activities on the go and apply it to research in many areas. However, few researchers discussed the application of mobile learning to Chinese writing rhetoric. Therefore, this study developed a CAML that provides teachers with an education tool to motivate students enrolled in Chinese writing rhetoric courses. A quasi-experimental research design was used to evaluate the overall effectiveness of CAML. Mobile learning activity is identified as the experimental group while traditional teaching as the control group. The results of the experiment suggested that the experimental group had significant improvement for the use of the five rhetorical skills. Therefore, it was found that elementary school students had better performance in the rhetorical skill of imitation when conducting mobile learning essay writing under realistic situations. Finally, it provides an innovative opportunity for teachers to integrate a novel teaching methodology that challenges traditional educational norms.