Pear Deck Utilization to Improve Learners' Motivation and Emotional Engagement
DOI:
https://doi.org/10.15642/NOBEL.2024.15.2.171-187Keywords:
language learning, digital platform, Pear Deck, students' motivation, emotional engagementAbstract
Along with the rapid development of technology, many educational platforms nowadays are used to support teaching and learning processes. Among these platforms is Pear Deck. It is an interactive platform that offers benefits to effectively increase students’ motivation and emotional engagement. This study aims to identify students’ motivation and emotional engagement in English lessons by utilizing Pear Deck. This case study revealed that the students feel emotions before the sessions start, all linked to their past experiences (retrospective outcomes). Fear, happiness, and excitement are the emotions the students feel at the beginning of the sessions, and they turn out to be enjoyable and happy at the end of the session. The emotions that the students feel during the sessions can potentially lead to the prospective outcomes of the students, which are success in their future endeavors. Additionally, the choice of suitable materials that will be delivered to the students must be considered by the teachers or educators to encourage and motivate students and uplift students’ emotional engagement with the lesson.
Downloads
References
Adler, R. H. (2022). Trustworthiness in qualitative research. Journal of Human Lactation, 38(4), 598-602. https://us.sagepub.com/en-us/journals-permissions
Anggoro, K. J., & Khasanah, U. (2022). EFL students’ independent learning with Pear Deck interactive slides. SiSAL (Studies in Self-Access Learning Journal), 13(1), 172-176. https://doi.org/10.37237/130111
Barus, I. S., Fadlia, & Deriva, M. (2022). An exploration of students’ engagement in EFL classroom. EEJ (English Educational Journal), 13(2), 239-254. https://doi.org/10.24815/eej.v13i2.25969
Coombes, L., Bristowe, K., Ellis-Smith, C., Aworinde, J., Fraser, L. K., Downing, J., Bluebond-Langner, M., Chambers, L., Murtagh, F., & Harding, R. (2021). Enhancing validity, reliability and participation in self‑reported health outcome measurement for children and young people: a systematic review of recall period, response scale format, and administration modality. Quality of Life Research, (30), 1803-1832. https://doi.org/10.1007/s11136-021-02814-4
Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed method approaches (4th ed. ed.). SAGE Publications.
Ginting, D. (2021). Student engagement, factors, and methods affecting active learning in English language teaching. Voice of English Language Education Society, 5(2), 215-228. http://dx.doi.org/10.29408/veles.v5i2.3968
Harnett, M., St. George, A., & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted, and situation dependent. The International Review of Research in Open and Distance Learning, 12(6), 20-37. https://www.erudit.org/en/journals/irrodl/2011-v12-n6-irrodl05121/1067476ar.pdf
Haryani, F., & Ayuningtyas, N. (2021). The impact of interactive online learning by Pear Deck during COVID-19 pandemic era. International Joint Conference on STEM Education (IJCSE). http://dx.doi.org/10.1088/1742-6596/1957/1/012006
Hashim, H., Rafiq, K. R. M., & Yunus, M. M. (2019). Improving ESL learners’ grammar with gamified-learning. AWEJ (Arab World English Journal), (5), 41-50. https://dx.doi.org/10.24093/awej/call5.4
Hashim, Z., & Aziz, A. A. (2022). Use of Pear Deck as an interactive tool in teaching reading comprehension during the new normal. International Journal of Academic Research in Business and Social Sciences, 12(2), 205-219. http://dx.doi.org/10.6007/IJARBSS/v12-i3/12294
Iskandar, R. P. F., & Pahlevi, M. R. (2021). Students’ emotional engagement in online collaborative writing through Google documents. ETERNAL (English Teaching Journal), 12(2), 58-68. https://journal.upgris.ac.id/index.php/eternal/article/view/9191/4440
Lima, C. D., Bastos, R. C., & Varvakis, G. (2020). Digital learning platforms: An integrative review to support internationalization of higher education. EDUR Educação em Revista, 36. http://dx.doi.org/10.1590/0102-4698232826
Maesarofah, & Rahayu, E. Y. (2023). Emotional engagement in undergraduate thesis writing: Systematic review. Buana Pendidikan, 19(1), 142-152. https://doi.org/10.36456/bp.vol19.no1.a6823
Munawir, A., & Pratiwi, N. P. (2021). The effect of using Quizizz to EFL students’ engagement and learning outcome. ENGLISH REVIEW: Journal of English Education, 10(1), 297-308. https://doi.org/10.25134/erjee.v10i1.5412
Ni, C. K., Jong, B., Dison, M. A., Thomas, S. A., Yunus, M. M., & Sulaiman, A. (2020). Enhancing Malaysian primary pupils’ vocabulary skills using pocable game and Pear Deck. International Journal of Learning, Teaching and Educational Research, 19(6), 145-160. https://doi.org/10.26803/ijlter.19.6.9
Oksana, K., & Olena, M. (2021). Enhancing students' vocabulary skills using games and Pear Deck. Young Scientist, 10(1), 52-55. https://doi.org/10.32839/2304-5809/2021-98.1-13
Pekrun, R., Marsh, H. W., Elliot, A. J., Stokinger, K., Perry, R. P., Vogl, E., Goetz, T., Tilburg, W. A. P., Lüdtke, O., & Vispoel, W. P. (2023). A three-dimensional taxonomy of achievement emotions. Journal of Personality and Social Psychology: Personality Processes and Individual Differences, 124(1), 145-178. https://doi.org/10.1037/pspp0000448
Priya, A. (2021). Case study methodology of qualitative research: Key attributes and navigating the conundrums in its application. Sociological Bulletin, 70(1), 94-110. https://doi.org/10.1177/0038022920970318
Sappaile, B. I., Lasinggaru, E. D. F., & Mokodenseho, S. (2023). Analyzing the influence of digital learning platforms on student engagement and academic performance. West Science Interdisciplinary Studies, 1(6), 65-73. https://doi.org/10.58812/wsis.v1i6.89
Shillingford, S., & Karlin, N. J. (2013). The role of intrinsic motivation in the academic pursuits of non-traditional students. New Horizons in Adult Education and Human Resource Development, 25(1), 91–102. https://doi.org/10.1002/nha3.20033
Songkram, N., & Osuwan, H. (2022). Applying the technology acceptance model to elucidate K-12 teachers’ use of digital learning platforms in Thailand during the COVID-19 pandemic. Sustainability, 14(6027). https://doi.org/10.3390/su14106027
Wilson, J. (2021, September 30). Deepening students’ emotional engagement. Moreland University. https://moreland.edu/resources/blog-insights/emotional-engagement-in-hybrid-learning
Yin, R. (2014). Case study research and applications: Design and methods (6th ed ed.). SAGE Publications.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 NOBEL: Journal of Literature and Language Teaching
This work is licensed under a Creative Commons Attribution 4.0 International License.
