Hanzi (Chinese characters 漢字) represent a logographic writing system fundamentally different from alphabetic languages, requiring learners to integrate visual form (形), phonological sound (音), and semantic meaning (義) simultaneously. Early childhood educators lack evidence-based tools leveraging emerging technologies to support this complex cognitive process. This project developed AI-enhanced character recognition tools (識字工具) grounded in associative learning pedagogy, demonstrating how generative AI amplifies evidence-based teaching methods for young learners. Approximately 120 undergraduate students in Early Childhood Education and Chinese Language Education participated in a 15-month participatory action research project. Through intensive workshops and mentorship, students learned associative character recognition pedagogy, then applied these principles to design contextually relevant tools linking visual forms to meaningful scenes. Students developed novel competencies in using generative AI image generators as pedagogical tools, designing visually compelling, semantically rich pictorial representations. This hybrid human-AI approach transcended traditional rote memorization, creating deeper, retention-based learning for young children. The project generated a freely accessible AI-assisted resource of 100 characters across 10 culturally meaningful themes for kindergarten implementation. University students enhanced Chinese literacy competencies, deepened understanding of early childhood literacy development, and gained practical expertise in creating pedagogically sound visual-semantic materials. This project demonstrates a scalable model integrating generative AI with evidence-based pedagogy to advance professional development and early childhood innovation. The resulting pedagogically validated tools and insights offer direct applicability for kindergarten educators, policymakers, and teacher educators seeking culturally grounded, technologically innovative approaches to Chinese character teaching in multilingual contexts.

Authors:
Nga Yui Tong, Hong Kong Metropolitan University, Hong Kong
Kwok Man Keith Ho, Hong Kong Metropolitan Univeristy, Hong Kong

About the Presenter(s)
Dr. Nga Yui Tong is currently an Assistant Professor at the School of Education and Languages, Hong Kong Metropolitan University, Hong Kong.

See this presentation on the full schedule – Wednesday Schedule

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