Pear Deck

Anggoro, Kiki Juli

doi:10.1177/0033688220936735

Cited by 9 publications

(12 citation statements)

References 4 publications

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“…Mache et al (2017) mentioned that Pear Deck acts as an online presenting platform that is combined with an interactive classroom response system. This platform has a real-time response system that enables teachers to observe students' answers synchronously; thus, giving immediate feedback becomes possible (Anggoro 2021). Concerning accessibility, Liu, Sands-Meyer and Audran (2019) stated that Pear Deck is more convenient, simple to use, and inexpensive than other student response systems because any digital device with internet connectivity can access the platform.…”

Section: Pear Deck As An Irsmentioning

confidence: 99%

“…Teachers can access all students' answers any time after the lesson (Anggoro and Khasanah 2022). At the same time, students receive takeaways which are their answers, and the slides are sent back to them through email (Anggoro 2021).…”

Section: Pear Deck As An Irsmentioning

confidence: 99%

“…Liu, Sands-Meyer and Audran (2019) utilised Pear Deck to facilitate English grammar learning and reported improved learning motivation and self-efficacy in learning English grammar. In addition, to use it in a classroom, Pear Deck can also enhance online instruction in terms of solving problems with students' engagement and participation (Anggoro 2021). Since previous research (Archambault, Pagani, and Fitzpatrick 2013;Javed and Odhabi 2018) reported that engagement relates to achievement, Pear Deck has the potential to improve online learning.…”

Section: Pear Deck As An Irsmentioning

confidence: 99%

“…However, little research on the platform in English as a Foreign Language (EFL) contexts in Asia, including Thailand, has been conducted. It is critical to comprehend the experiences of its users to develop future uses of the platform (Anggoro 2021). As a result, the focus of this study was on Thai university students' perceptions of Pear Deck in English language courses.…”

Section: Introductionmentioning

confidence: 99%

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

Anggoro

Pratiwi²

2023

Research in Learning Technology

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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.

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Section: Pear Deck As An Irsmentioning

confidence: 99%

Section: Pear Deck As An Irsmentioning

confidence: 99%

Section: Pear Deck As An Irsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

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

Anggoro

Pratiwi²

2023

Research in Learning Technology

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“…is platform possesses several strengths, including accessibility, real-time response system, and session review features. Notwithstanding these flaws, this platform has great potential to improve students' engagement and achievement in both face-to-face and online English instruction [24].…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluating the Effect of Interactive Digital Presentations on Students’ Performance during Technology Class

Shala¹,

Shatri²

2022

Education Research International

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The importance of this research was to highlight the use of interactive digital presentations in the classroom that allow students to interact with the lesson content, work independently, and answer various questions presented on these interactive slides. We used the Pear Deck add-on to create these interactive presentations. The research had a quasiexperimental design and was conducted with two seventh-grade classes in the primary school “Naim Frasheri” in Prishtina, where one of them played the role of the experimental group while the other had the role of the control group. Data collection instruments were used in two tests (pre-test and post-test), a questionnaire for students in the experimental class, and the method of observation in both classes. From the data collected from the questionnaire, we measured the positive effects on students’ motivation to learn and the positive effects on achievement were measured by testing students, while our attitudes as a teacher were reflected through the observation process. The results of this study have shown that the use of interactive digital presentations has a positive effect on the memorization of concepts and students’ engagement and that this kind of presentations are more efficient to use during the technology class compared to traditional learning methods.

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A Systematic Review of Technology Reviews in Language Teaching and Learning Journals

2023

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Technology reviews are a specific article genre published in several language teaching and learning journals. Their emergence is likely due to the proliferation of technology that facilitates and supports language acquisition. These reviews aim to increase teachers’ and learners’ awareness of the forms of technology available and succinctly describe their benefits and limitations for language teaching and learning. As education enters a new digital age, accelerated by the COVID-19 pandemic, it is essential to determine which forms of technology support teachers’ professional learning and how they can be utilized. This article presents a systematic review of technology reviews published between 2017 and 2022 in five Q1 SCOPUS-indexed language teaching and learning journals: RELC Journal, TESOL Journal, CALICO Journal, Language Learning and Technology and Teaching English as a Second Language Electronic Journal (TESL-EJ). These five journals were the only Q1 language teaching and learning journals we identified that publish technology reviews. All 73 technology reviews published in the 5-year period in the 5 journals were reviewed. Using professional digital competence as a framework, we explore what the articles reveal about how technology is used, as well as the knowledge gaps that remain. We examine the types and features of the technology described in the reviews, the language skills and educational levels of the learners, and the pedagogical implications of technology use. We found that the technology reviews mainly introduced the technological features and functions of the reviewed technologies with less emphasis placed on their pedagogical utilities and social aspects of their use for language teaching. The article concludes with recommendations for authors and journal editors regarding the content that should be included in a technology review to ensure that it is helpful to the profession. We also offer advice to practitioners on how to benefit from technology reviews.

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Pear Deck

Cited by 9 publications

References 4 publications

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

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

Evaluating the Effect of Interactive Digital Presentations on Students’ Performance during Technology Class

A Systematic Review of Technology Reviews in Language Teaching and Learning Journals

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