Abstract
This study developed Chinese language learning materials utilizing Mixed Reality (MR) and examined the effectiveness of lessons that combined these materials with supplementary materials. Three lessons were conducted with 23 beginner-level Chinese learners who are native speakers of Japanese. Evaluations from learners were collected and analyzed through comprehension tests, open-ended questionnaires, and semi-structured interviews. The results indicated that while the MR materials offered advantages such as "enhancing learning motivation" and "facilitating verb comprehension," challenges were also noted, including "difficulty of operation" and "accuracy of pronunciation recognition." Among the different components, sections that involve interactive physical movements received the highest evaluations, suggesting that embodied learning effectively deepens understanding. The findings of this study highlight the potential of MR in language learning and offer practical insights for future development of teaching materials and lesson design.
