Using Magnetic Board Media as Complementary Media for Preschoolers’ Online Mandarin Learning ^†

Abstract

This research aimed to determine the effect of a magnetic board as an accompaniment to online Mandarin learning and for learning motivation. A one-equivalent control group research model was used. The control and experimental groups of five preschoolers and five accompanying parents participated in this research. Data were collected using observation and interviews conducted for one month. The magnetic board media increased student motivation with an increase of 81.42%. The role of companions was essential in implementing online learning with physical learning media.

1. Introduction

In second language acquisition and language development, early childhood is a crucial phase [1]. Frequent exposure is necessary for acquiring language ability [2]. Most parents show a positive attitude towards learning Chinese for children and believe that Chinese is good for their children. China’s economic strength is one reason that influences parents’ motivation to ask their children to learn Chinese [3]. This also leads to an increase in the number of Chinese language educational institutions opening in Indonesia.

Changes in early childhood education require integrating cutting-edge pedagogical methods and technologies to create a compelling and engaging learning environment. The use of digital media in early childhood education is one of the current research topics. As the online learning environment becomes increasingly common in language learning, researchers and educators are looking for creative methods to improve the efficiency of online learning for young children. Learning for this age group is particularly challenging, which calls for effective teaching strategies and parental involvement [4,5].

One of the Chinese language education centers has a unique way of conducting Chinese teaching and learning activities with magnetic board media. By using this medium, the children’s concentration becomes more focused on the learning material, so it slowly fosters children’s interest and motivation towards Mandarin learning with activities. Learning activities also involve parents. Physical tools, such as magnetic boards, are multi-sensory elements to enhance learning. Magnetic boards can be used to improve vocabulary acquisition, long-term memory, and children’s motivation [6].

This study aims to determine the effect of magnetic board media in increasing motivation to learn Chinese in children aged 4–5 years. Magnetic board media is an additional tool to enhance preschool children’s online Mandarin learning experience.

2. Literature Review

2.1. Preschooler Online Learning

Preschooler online learning has been important during the COVID-19 pandemic. Conventional online learning systems are not appropriate for preschoolers, and visualization of teaching materials is critical [7]. Teachers must have digital skills and an open-minded approach to adapt to the needs of children and parents for online learning [8]. Research was carried out to test the effectiveness of online learning media, and digital media was proven to improve language skills [9]. Digital learning media positively impacted learning outcomes [10]. The research development created a new designation for preschooler online learning learners: “digital native” [11]. However, early childhood learning requires sensory motion training because preschoolers have difficulty focusing when learning online [12]. A study showed that movement training is needed in online learning; it can significantly improve focus [13].

2.2. Magnetic Board Media

The use of game boards in learning increased interaction between students and participation in classroom activities [14]. The use of magnetic boards on various subjects and surveys including geology provided visual images to students in a more interactive way [15]. Applying magnetic boards to early childhood learning can increase their creativity [16]. At the same time, using magnetic boards can also improve the teaching and learning process in study groups [17]. Studies on the use of magnetic boards highlighted their effectiveness and potential for early childhood and elementary school groups.

3. Material and Methods

The participants were ten children aged 4–5 years (preschoolers) participating in online Chinese language learning. A parent accompanied each child. Classroom action research was conducted in four steps: planning, action, observation, and reflection. In the planning stage, magnetic boards were used in online Chinese language learning. In the action stage, learning based on planning was implemented. In the observation stage, the children and parents were observed and interviewed. A descriptive qualitative approach was used to process data from observations and interviews with the children and parents. The observation sheet was used for data collection. In the reflection stage, the implementation and observation were discussed focusing on students’ enthusiasm and activeness, students’ perseverance in doing tasks, the usefulness and benefits of the media used, and students’ interest in the media used.

4. Results

4.1. Planning

Learning activities were conducted using the ZOOM platform. The 10 children were divided into the control and the experimental classes. In the control class, they learned without magnetic board media (using animation media), while the experimental class learned with magnetic boards. The magnetic board in the experimental class was used by each child. Teachers and children used the same learning medium, the magnetic board, during learning activities. The control class carried out learning activities using animated media on PowerPoint, a visual medium that the teacher moved through the “share screen” on the ZOOM platform. In the control class, children paid attention to the animated media through their respective screens.

4.2. Action

Learning in the experimental and control classes was conducted online using ZOOM. The differences were interaction and practice. In the experimental class, interaction was conducted with instructions using the physical magnetic board. The exercise was conducted by attaching the pictures to the magnetic board according to the teacher’s instructions in Chinese. In addition, question and answer and conclusion sessions were conducted using the magnetic board as a medium. In the control class, the interaction was performed with questions and answers about the PowerPoint presentation slide show. The exercise was conducted with a question-and-answer session according to the material in that session. The observation was carried out directly during class and guided by the observation sheet. The interview was conducted at the end of the session with each child of the experimental and control classes and their parent parents.

4.3. Observation

The results of the observation were divided into two parts based on the instruments: (1) observation results of the control class and experimental class and (2) interview results of the control class and experimental class. The results of the observation of student activities in the control class and experimental class are presented in

Table 1. Student activity observation results.

Observation Indicators	Control Group Scoring	Experimental Group Scoring
Children actively pay attention to the teacher’s explanation during learning activities.	3	5
Children actively ask the teacher or friends about material that has yet to be understood.	3	3
Children show interest in various kinds of problems.	3	4
Children enjoy finding and solving problems (questions) from the teacher.	5	5
Children are diligent in doing the tasks given by the teacher.	4	4
Children are encouraged to do something while learning.	2	4
Children strive to get the best grades.	5	5
Children prefer to work on their own.	3	5
Children’ desire to do diverse tasks.	4	2
Children are curious about the material being taught.	3	4
Children dare to express their opinions in class.	4	4
Children can defend their opinions in class.	3	3
During teaching and learning activities, some activities attract children’ attention.	2	5
Teaching and learning activities are carried out conductively.	2	4
Total Scoring	46	57
Average Score	3.28	4.07
Percentage	65.7%	81.42%

Indicators are determined from the class sit-in observation sheet from the course venue.

. The average score of the experimental class (81.42%) was higher than that of the control class (65.7%). The learning activities in both classes were carried out satisfactorily. We interviewed five children from each class to explore the children’s responses to the learning medium used and its effect on learning motivation. As they were 4–5 years old, we did not use a questionnaire. The interview questions were simple with only two options, “Yes” or “No”. In addition, the interview session was conducted with all children. Children could easily understand and answer the questions (Table 1).

Figure 1 shows a summary of the interviews with children and parents of the control group who used magnetic boards. Three factors influenced the children’s motivation: rewards and appreciation, hands-on experience, and physical learning tools. “Reward and Appreciation” was the external motivation from the teacher (through ZOOM) and adult assistants through gifts, praise, and help. “Reward and Appreciation” contributed to increasing learning motivation. “Hands-On Experience” is a learning experience of children through physical touch in a project-based oriented activity. “Hands-On Experience” influenced the increase in learning motivation. “Hands-On Experience” was lacking in the control group. It did not increase the children’s learning motivation because they observed the computer screen operated by the teacher. Figure 2 shows the interview results for the experimental group showed that three factors, namely, “Reward and Appreciation”, “Hands-On Experience”, and “Physical Learning Tools”, increased learning motivation.

5. Discussion

5.1. Enthusiasm and Activeness

Children in the control class were less focused on learning because their focus was distracted by other things. After all, the media could not attract their attention. In the experimental class, children seemed more active in paying attention and following the instructions given by the teacher, answering questions, and working on the problems. With the physical magnetic board, children participated in activities involving handwork and brainwork simultaneously. In learning, there are other things that children can do themselves, and they are actively involved in an object besides listening to the teacher’s explanation [18]. In the control class, however, children only listened and paid attention to the material displayed by the teacher through the screen, so this made children quickly bored in the learning process.

5.2. Children’s Perseverance

Most children in the experimental class were enthusiastic and preferred to study independently. They were influenced by their curiosity about the media and the material presented. The children preferred to stick to the objects on the magnetic board. In the control class, the level of the children’s desire to solve the problems was lower because the children needed help from parents who guided them and from teachers who directed them. However, the level of desire of children in the control class on problems was higher because they felt bored with learning using the same media. When the teacher gave questions to answer, the enthusiasm of children in the control and experimental classes was similar. The children were influenced by the reward. The rewards affected the student’s learning motivation [19]. The children were enthusiastic about answering the teacher’s questions and greatly desired to answer correctly.

5.3. Usability and Benefits of Media

The media used in the control and experimental classes functioned appropriately. Learning media clarifies learning materials in the classroom [20]. According to the children, learning media, animation media, and physical magnetic boards facilitated their understanding of the material and made it easier for them to answer questions from the teacher. In the experimental class, the media made teaching and learning activities conducive. Meanwhile, in the control class, it was not conducive; children often had to be redirected by teachers or parents who guided them to refocus and pay attention to learning.

5.4. Children’s Interest in Media

The children preferred the magnetic board media to the animation media. In addition, children in the experimental class stated that using physical magnetic board media made them happier and more enthusiastic about learning. The children in the experimental class achieved more in several aspects using magnetic board media. Children became more enthusiastic, active, and diligent in doing tasks. A significant aspect was children’s pleasure in solving problems and studying alone.

6. Conclusions

The magnetic board was used for learning Chinese online in children aged 4–5 years and affected student learning motivation. Highly motivated students successfully achieved this in several aspects. Classroom action research provides a sustainable improvement in learning planning and implementation. Education institutions need to develop magnetic board media to attract children’s attention more creatively and innovatively. Teachers need to explore further teaching techniques using magnetic board media to master materials or combine various learning media. The advice for young parents can be used for successful online learning using physical learning media.