Technology-Enhanced Chinese Language Learning: Effects of Interactive Intelligent Tools on Engagement and Cognitive Outcomes in Thai Primary Classrooms

บทคัดย่อ

This study examines the impact of intelligent, technology-enhanced teaching tools on young learners’ engagement and cognitive development in primary Chinese language classrooms. Using a quasi-experimental design with 60 sixth-grade students, the study compared lessons supported by animated materials, multimodal resources, and gamified platforms with traditional instruction. Learning analytics from classroom video logs showed that students in the technology-enhanced group sustained exceptionally high levels of engagement (≥ 95%) with minimal fluctuation (CV < 5%), indicating stable and continuous motivation across instructional stages. Cognitive outcomes also improved markedly, with an average post-test gain of 8.47 points and a very large effect size (Cohen’s d = 1.62). Students further reported clearer comprehension—especially for abstract vocabulary—when learning activities incorporated animation, contextualized input, and immediate feedback. The findings demonstrate that intelligent teaching tools can significantly enhance learning efficiency, deepen cognitive processing, and create more responsive and motivating classroom environments. The study also highlights key design implications for engineering intelligent learning environments, particularly the integration of multimodal scaffolding, attention-stabilizing features, and interactive feedback loops to support effective technology-enhanced instruction in resource-limited primary school settings.