Part 1: Basic Information * 6.Educational background:
* 7.Your Chinese proficiency:
* 8.Duration of learning Chinese:
* 9.Main purposes of learning Chinese [Please select 1- 3 item]
Part 2: Usage of Short Videos about Chinese Intangible Cultural Heritage * 1.Short video platforms you frequently use:[Please select 1- 3 item]
* 2. Frequency of using the above platforms:
* 3. Frequency of watching short videos about Chinese traditional culture (e.g., paper-cutting, calligraphy, tea art, traditional opera, traditional festivals):
* 4. Main channels to access short videos about Chinese traditional culture [Please select 1- 3 item]
* 5.Preferred types of short videos about Chinese traditional heritage [Please select 1- 3 item]
* 6.Preferred presentation forms of short videos about Chinese traditional heritage:[Please select 1- 3 item]
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Part 4: Cognitive and Learning Characteristics Strongly Disagree Disagree Neutral Agree Strongly Agree 1. I have a certain understanding of Chinese Intangible Cultural heritage(can name more than 3 items of Chinese traditional culture/skills) 1. I have a certain understanding of Chinese Intangible Cultural heritage(can name more than 3 items of Chinese traditional culture/skills)
2. I can recognize Chinese vocabulary appearing in short videos about Chinese Intangible Cultural heritage (e.g., "paper-cutting", "tea art") 2. I can recognize Chinese vocabulary appearing in short videos about Chinese Intangible Cultural heritage (e.g., "paper-cutting", "tea art")
3. I can read Chinese sentences appearing in short videos about Chinese Intangible Cultural heritage (e.g., "This craft is very interesting") 3. I can read Chinese sentences appearing in short videos about Chinese Intangible Cultural heritage (e.g., "This craft is very interesting")
4. I can understand professional terms related to Chinese Intangible Cultural heritage in short videos (e.g., "tea art", "paper-cutting", "calligraphy") 4. I can understand professional terms related to Chinese Intangible Cultural heritage in short videos (e.g., "tea art", "paper-cutting", "calligraphy")
5. Lack of bilingual subtitles, excessively fast video speed, or unclear pronunciation will affect my viewing experience of these short videos 5. Lack of bilingual subtitles, excessively fast video speed, or unclear pronunciation will affect my viewing experience of these short videos
6. Lack of understanding of cultural background makes it difficult for me to comprehend the Chinese context in the videos about Chinese Intangible Cultural heritage 6. Lack of understanding of cultural background makes it difficult for me to comprehend the Chinese context in the videos about Chinese Intangible Cultural heritage
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- Needs for Chinese Learning via Short Videos Strongly Disagree Disagree Neutral Agree Strongly Agree 1. I need Chinese characters in short videos about Chinese Intangible Cultural heritage to be accompanied by Pinyin, and English explanations or usage examples should be provided if needed 1. I need Chinese characters in short videos about Chinese Intangible Cultural heritage to be accompanied by Pinyin, and English explanations or usage examples should be provided if needed
2. I need these short videos to provide pronunciation assistance functions, such as slow repetition, pronunciation key point explanations, and repeated reading of core words and sentences 2. I need these short videos to provide pronunciation assistance functions, such as slow repetition, pronunciation key point explanations, and repeated reading of core words and sentences
3. I hope these short videos provide subtitle support, with options of Chinese only, English only, or bilingual (Chinese-English) subtitles 3. I hope these short videos provide subtitle support, with options of Chinese only, English only, or bilingual (Chinese-English) subtitles
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- Teaching Adaptability and Technical Needs Strongly Disagree Disagree Neutral Agree Strongly Agree 1. I hope to use short videos about Chinese Intangible Cultural heritage for pre-class preview, in-class assistance, and after-class review 1. I hope to use short videos about Chinese Intangible Cultural heritage for pre-class preview, in-class assistance, and after-class review
2. I enjoy in-class interactive activities such as "word filling, sentence completion, pronunciation repetition check-in, role-playing, and teacher Q＆A" when learning with these short videos 2. I enjoy in-class interactive activities such as "word filling, sentence completion, pronunciation repetition check-in, role-playing, and teacher Q＆A" when learning with these short videos
3. I need short videos about Chinese Intangible Cultural heritage to have functions such as speed adjustment, offline download, and marking of key content (vocabulary, pronunciation) 3. I need short videos about Chinese Intangible Cultural heritage to have functions such as speed adjustment, offline download, and marking of key content (vocabulary, pronunciation)
4. I hope the duration of short videos about Chinese Intangible Cultural heritage is controlled within 5 minutes 4. I hope the duration of short videos about Chinese Intangible Cultural heritage is controlled within 5 minutes
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Part 6: Immersive Experience of Short Videos about Chinese Intangible Cultural heritage Strongly Disagree Disagree Neutral agree Strongly agree 1. When watching short videos about Chinese Intangible Cultural heritage, I can focus on the content and ignore distractions from the surrounding environment 1. When watching short videos about Chinese Intangible Cultural heritage, I can focus on the content and ignore distractions from the surrounding environment
2. The scenes of Chinese Intangible Cultural heritage presented in short videos (e.g., traditional handicraft production processes, traditional festival celebration scenes) make me feel as if I am personally in those scenes 2. The scenes of Chinese Intangible Cultural heritage presented in short videos (e.g., traditional handicraft production processes, traditional festival celebration scenes) make me feel as if I am personally in those scenes
3. I can resonate emotionally (e.g., curiosity, admiration) with the content of Chinese Intangible Cultural heritage in short videos (e.g., skill demonstrations, cultural stories) 3. I can resonate emotionally (e.g., curiosity, admiration) with the content of Chinese Intangible Cultural heritage in short videos (e.g., skill demonstrations, cultural stories)
4. The visuals and sound effects of these short videos (e.g., sounds of traditional musical instruments) can make me more engaged in the experience of Chinese Intangible Cultural heritage content 4. The visuals and sound effects of these short videos (e.g., sounds of traditional musical instruments) can make me more engaged in the experience of Chinese Intangible Cultural heritage content
Part 8: Open-ended Suggestions Do you have any specific suggestions (e.g., content design, usage scenarios) or expectations (e.g., functional needs, effect goals) for integrating short videos about Chinese Intangible Cultural heritage into Chinese teaching?
Evaluation object score
