University students’ perceptions of interactive response system in an English language course: a case of Pear Deck

Abstract

Pear Deck is one interactive response system that has gained popularity in recent years. This study addressed the gap in the literature and considered students’ experience of the platform in a Thai university context. This was a mixed-method study in which 320 students completed a survey including closed and open-ended components. Quantitative data measuring students’ perceptions using Likert-scale surveys were collected, while qualitative data were used to get a deeper understanding of students’ experience in learning using Pear Deck in the classroom. The data were analysed based on gender differences and students’ proficiency levels. According to the findings of this study, students’ perceptions were not significantly different based on gender. However, despite the finding that both basic and independent users had good attitudes towards the platforms, the latter group gave a substantially higher score. Furthermore, the study revealed that the students had a favourable impression of Pear Deck. They believed that the platform was engaging, easy to use, and had the potential to aid learning.

Fostering Self-Assessment in English Learning with a Generative AI Platform: A Case of Quizizz AI

“…Importantly, Quizizz AI may have the potential to address one of the major challenges in independent learning: students' procrastination. Many students frequently procrastinate important learning and studying duties, even though they are aware that this delay would have negative consequences for them (Anggoro & Pratiwi, 2023;Steel & Klingsieck, 2016). Rozental et al (2022) believed that procrastination negatively impacts students' academic achievements and well-being.…”

Technology-infused teams-games-tournaments in English language class: a mixed method study on students’ achievement and perception

“…As a matter of fact, combining the use of technology with instructions has been found to be effective (Sengsri & Anggoro, 2021). It also has been found that the use of technology such as interactive response systems in English language classrooms improved students' achievement, interest, and self-efficacy (Anak Yunus & Hua, 2021;Anggoro & Pratiwi, 2023). Using technological devices in the classroom offers a huge potential as they are easy to use with interesting features such as mobile phone applications (Zhang, 2013).…”