The Design of a Multimedia-Assisted Deep Learning (MADL) Module for Chinese Character Learning

Abstract

This study reports the process of design of a Multimedia-Assisted Deep Learning (MADL) module for primary Chinese character learning, targeting the integration of pronunciation, shape, and meaning while cultivating critical thinking and problem-solving skills. Using a Design and Development Research (DDR) approach operationalized through the ADDIE model, the study intergrate Cognitive Theory of Multimedia Learning, Bloom’s Taxonomy, and cognitive semantic theory into concrete instructional decisions. This paper elaborates on the design of learning objectives and content, teaching strategies, multimeida materials, and assessment strategies. These components link radicals to contextualized reading–writing–meaning activities and higher-order tasks, ready for immediate classroom use. This paper contributes replicable, practical, and reusable design guidelines within a DDR/ADDIE–Design focus; a case module exemplifies the approach, comprising a teacher booklet and PPT materials aligned with the target texts.