Next Article in Journal
Development of a Flexible Piezoelectric Biosensor That Integrates BaTiO3–Poly(Dimethylsiloxane) for Posture Correction Applications
Previous Article in Journal
Water Leakage Pre-Localization in Drinking Water Networks via the Cosmic-Ray Neutron Sensing Technique
 
 
Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
Journals
Engineering Proceedings
Volume 74
Issue 1
10.3390/engproc2024074063
engproc-logo
Submit to this Journal
► Article Menu

Article Menu

share Share announcement Help format_quote Cite question_answer Discuss in SciProfiles thumb_up
...
Endorse textsms
...
Comment
first_page
settings
Order Article Reprints
Font Type:
Arial Georgia Verdana
Font Size:
Aa Aa Aa
Line Spacing:
Column Width:
Background:
Proceeding Paper

Use of Nearpod in Reducing Word Usage Errors in Chinese Lessons †

by
Mei Rianto Chandra
1,* and
Qian Kun
2
1
Chinese Department, Bina Nusantara University, Jakarta 11480, Indonesia
2
School of Liberal Arts, Jiangsu University, Zhenjiang 212013, China
*
Author to whom correspondence should be addressed.
†
Presented at the 2024 IEEE 4th International Conference on Electronic Communications, Internet of Things and Big Data, Taipei, Taiwan, 19–21 April 2024.
Eng. Proc. 2024, 74(1), 63; https://doi.org/10.3390/engproc2024074063
Published: 18 September 2024
Browse Figures
Versions Notes

Abstract

:
Nearpod is a learning platform that allows interactions between students in online learning so that students can have the opportunity to provide ideas and answers to questions given directly. We used qualitative methods to analyze the differences between students’ understanding of learning material before and after using Nearpod. The objects were 30 students who studied teaching materials for three months. The test material was used for students to study. In 40−60% of learning, the materials were used. An examination was conducted by composing sentences and making sentences. The change in the increase in student’s errors showed a significant difference. In conversation-solving questions, correct answers increased from 33 to 74%, and in sentence construction, that increased from 30 to 67%. This result presented students’ positive responses to Nearpod with a satisfaction rate of 80%. Students who used Nearpod improved word memory but needed to pay attention to the choice of words when typing using pinyin input.

1. Introduction

Nowadays, in teaching Mandarin, PowerPoint materials are widely used. Interactive teaching supports are used more than before apart from using books and materials. Third-party applications provide a fun learning experience for students. Learning Mandarin is different from learning other foreign languages. Learning Mandarin requires an understanding of the characteristics of the Mandarin language, so this challenges learners [1].
Online learning demands collaboration between teachers and students. Nearpod can be useful for foreign students as they have challenges in using Mandarin every day. Students view online education as having a big impact. Student participation is essential to engage in the learning environment [2]. Student participation is crucial to enhancing the learning outcome [3]. The quality of online education needs to be improved to be at a similar level to traditional face-to-face classroom-based education [4].

2. Conceptual Background

2.1. Online Learning Platform

Electronic media is difficult to use but valuable in motivating students and the teacher to understand content, students, and technology [5,6]. It enables an integrated learning management for Chinese as a foreign language learning in Indonesia. It is necessary to continuously evaluate e-learning to ensure higher-quality teaching and learning [7]. A lack of collaboration between students negatively impacts this [8]. Learning through mobile devices allows students to search for data and communicate with material related to the available databases and the interactive environment in learning to increase learning interactions between participants [9,10].

2.2. Nearpod Platform Learning

Nearpod can be used to make presentations, provide instructors with knowledge, and engage students in a variety of ways. It also provides real-time assessments to make students learn in class actively [11,12,13,14]. Distance learning enhances effective learning and improves collaboration and interactions in teaching, including providing high-level cognitive tasks [15,16,17]. This Nearpod application also makes it easier for teachers to design online-learning, owing to its features. Using e-modules on science materials, “energy and change” can be available for students. Nearpod can be used in a teaching and learning process that is interactive, motivating, and interesting [14,18,19]. Nearpod is also used to explore content and activities and improve academic performance and student participation in educational resources [20,21].

2.3. Relationship between Technology and Learning

Game-based learning positively influences students. The effect of gamification stimulates students’ cognitive processes and learning experiences [22]. Student learning engagement is lower in problem-based learning in writing classes with Augmented Reality than in traditional teacher-centered learning, partly due to the need for student involvement in learning [23]. There are other factors, such as limited resources and inappropriate administrative structure, which affect learning outcomes [24]. In mobile learning, techniques and learning theories are used to meet shifting demands [25]. Overall, technology can increase the learning effect and restore the essence of learning [26].

3. Research Method

A qualitative approach research method was used for 31 students to determine the effects of Nearpod before and after its use. The framework of this research is presented in Figure 1.

3.1. Nearpod

3.1.1. Main Function

Nearpod’s interactive screen provides pages about lessons, profiles, reports, and sub-plans. Users are only given a quota of 100 Mb/account for a free account (Figure 2). The types of interactive media presented vary, ranging from video learning, VR field trips, matching pairs, wall-climb games, and others.

3.1.2. Interaction Function

The functions of Nearpod allow users to answer on their respective boards, and the teacher can monitor what the students are wiring them in real-time (Figure 3).
The answers for Figure 3a, 因为路上发生了事故 (Because there is accident in the street); 当时有一个(起)事故 (there is a accident at that time); Figure 3b 我们都去北京玩儿 (we go to Beijing to have fun).

4. Result and Discussion

4.1. Errors in Learning

Questions are given to students about the types of vocabulary and the review of the exercises on Nearpod (Table 1). Learners are asked to complete the sentences and make sentences using the words given (Table 1).
Wrong answers from students included grammatical errors, including word order errors (syntax) and word meanings (semantics), and class errors in writing words, including words with the same meaning (Table 2).
Errors in hand-writing words were dominated by the wrong arrangement and mistakes in choosing words in a sentence (Table 3).
Errors were found in grammar, word order and syntax, and sentence meaning. Meanwhile, in writing words, errors occurred in using correct words. For example, mistakes in writing the word 吗 become 马, and 评 became 枰. Students were unable to write the Chinese characters, for example, the letters “蔬菜”, which were written as “shucai” (Figure 4).
There were other errors in that students could not order words correctly and use correct words in a sentence (Figure 5).
Most students made the mistakes of not filling in sentences/answers and of grammar in writing Chinese characters (Figure 6).
There is a significant difference in the use of Nearpod in vocabulary mastery, where students using Nearpod expressed more ideas. The error rate in grammar was higher than in handwriting. Most students used Nearpod when they did not know the correct answers. Figure 7 shows the number of errors before and after using Nearpod.

4.2. Student Interview

The interview with students showed that Nearpod significantly influenced students’ learning abilities (Table 4).
Students using Nearpod were more active in learning vocabulary. However, there are still questions on the usage of Nearpod (Table 5).
1.
“Do you agree that all teachers should use Nearpod? Why?”
21 students (70%) answered that it was necessary, but several disagreed with the following reasons.
  • No, when drawing Mandarin characters, the pen does not work well and often makes errors.
  • Not so, because it is complicated and lagging.
  • Yes, you must improve Internet constraints, and Nearpod is easier to run on specific devices, for example, laptops. If you want to use Nearpod for learning activities, it can be provided so students are okay with bringing things.
2.
“What is your suggestion for Nearpod?”
  • It is good for learning activities, but I do not like how it works because it is hard to edit and run.
  • That loading is accelerated, and the draw feature is improved so that you can write more efficiently.
  • It needs to be more exciting with more tools.

5. Conclusions

Nearpod has a good effect in learning, especially in minimizing errors in the use of Mandarin vocabulary. However, Nearpod also gives students a challenge, especially for answering questions and feeling embarrassed if the teacher sees their answers. Students complained about Nearpod‘s memory use in devices causing lag. The results of this study showed that Nearpod affected learning Mandarin. As only 30 students participated in this study, further research is necessary to include more students and applications.

Author Contributions

Conceptualization, M.R.C.; methodology, M.R.C.; formal analysis, M.R.C. and Q.K.; writing—original draft preparation, M.R.C.; writing—review and editing, Q.K.; visualization, M.R.C.; supervision, M.R.C.; project administration, M.R.C.; funding acquisition, M.R.C. All authors have read and agreed to the published version of the manuscript.

Funding

This research was funded by Bina Nusantara University, grant number IDR001009.

Data Availability Statement

The further inquiries about the data can be directed to the corresponding author.

Acknowledgments

The authors gratefully acknowledge that the present research is supported by BINA NUSANTARA University.

Conflicts of Interest

The authors declare no conflict of interest.

References

  1. Ying, Y.; Lin, X.; Yetty; Mursitama, T.N. Mobile Learning Based of Mandarin for College Students: A Case Study of International Department’ Sophomores. In Proceedings of the 2017 11th International Conference on Information & Communication Technology and System (ICTS), Surabaya, Indonesia, 31 October 2017; IEEE: Piscataway, NJ, USA, 2017; pp. 281–286. [Google Scholar]
  2. Wei, H.-C.; Chou, C. Online Learning Performance and Satisfaction: Do Perceptions and Readiness Matter? Distance Educ. 2020, 41, 48–69. [Google Scholar] [CrossRef]
  3. Dumford, A.D.; Miller, A.L. Online Learning in Higher Education: Exploring Advantages and Disadvantages for Engagement. J. Comput. High. Educ. 2018, 30, 452–465. [Google Scholar] [CrossRef]
  4. Palvia, S.; Aeron, P.; Gupta, P.; Mahapatra, D.; Parida, R.; Rosner, R.; Sindhi, S. Online Education: Worldwide Status, Challenges, Trends, and Implications. J. Glob. Inf. Technol. Manag. 2018, 21, 233–241. [Google Scholar] [CrossRef]
  5. Rawendy, D.; Ying, Y.; Arifin, Y.; Rosalin, K. Design and Development Game Chinese Language Learning with Gamification and Using Mnemonic Method. Procedia Comput. Sci. 2017, 116, 61–67. [Google Scholar] [CrossRef]
  6. Chua, N.A.; Tajuddin, A.J.B.A.; Soon, G.Y.; Zakaria, R.; Zaid, C.M.; Essa, M.A.E.F.I.; Ahmad, M. Mobile Applications in Mandarin Pedagogical Practice. J. Phys. Conf. Ser. 2020, 1529, 042055. [Google Scholar] [CrossRef]
  7. Jureynolds; Ying, Y. Characteristics and Challenges of Chinese E-Learning Platforms in Indonesia. J. Phys. Conf. Ser. 2020, 1477, 042014. [Google Scholar] [CrossRef]
  8. Měkota, T.; Marada, M. The Influence of Nearpod on Learning Social Geography in a Grammar School in Czecha. Educ. Inf. Technol. 2020, 25, 5167–5184. [Google Scholar] [CrossRef]
  9. Chua, N.A.; Tajuddin, A.J.B.A.; Soon, G.Y.; Rashid, R.A.; Zakaria, R.; Zaid, C.M.; Ahmad, M. Classroom Research on Mandarin Foreign Language Learning Via Smartphone Applications. J. Phys. Conf. Ser. 2020, 1529, 042040. [Google Scholar] [CrossRef]
  10. Liu, X. Improve Interactivity in Online Learning: Take Nearpod as an Example. J. Educ. Humanit. Soc. Sci. 2023, 8, 1954–1960. [Google Scholar] [CrossRef]
  11. McClean, S.; Crowe, W. Making Room for Interactivity: Using the Cloud-Based Audience Response System Nearpod to Enhance Engagement in Lectures. FEMS Microbiol. Lett. 2017, 364, fnx052. [Google Scholar] [CrossRef] [PubMed]
  12. Wang, J.; Chia, I. Engaging Students via Nearpod® in Synchronous Online Teaching. Manag. Teach. Rev. 2022, 7, 245–253. [Google Scholar] [CrossRef]
  13. Hakami, M. Using Nearpod as a Tool to Promote Active Learning in Higher Education in a BYOD Learning Environment. J. Educ. Learn. 2020, 9, 119. [Google Scholar] [CrossRef]
  14. Putra, A.P.; Arafik, M.; Pratiwi, I. Use of Nearpod to Enhance Student Engagement in Online Learning. In Proceedings of the 2021 7th International Conference on Education and Technology (ICET), Malang, Indonesia, 18 September 2021; IEEE: Piscataway, NJ, USA, 2021; pp. 298–303. [Google Scholar]
  15. Ami, R.A. Optimalisasi pembelajaran bahasa indonesia menggunakan media pembelajaran berbasis aplikasi nearpod. Bahtera Indones. J. Penelit. Bhs. Dan Sastra Indones. 2021, 6, 135–148. [Google Scholar] [CrossRef]
  16. Zhao, W. Applying Nearpod to the Teaching Chinese as a Second Language Class to Enhance Interactions and Collaborations in the Secondary Schools. In Proceedings of the 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021), Xishuangbanna, China, 29–31 October 2021. [Google Scholar]
  17. Peng, H. Applying Nearpod to 10th-Grade History Courses to Improve Teaching Efficiency. In Proceedings of the 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021), Xishuangbanna, China, 29–31 October 2021. [Google Scholar]
  18. Feri, A.; Zulherman, Z. Development of Nearpod-Based e Module on Science Material “Energy and Its Changes” to Improve Elementary School Student Learning Achievement. Int. J. Educ. Learn. 2021, 3, 165–174. [Google Scholar] [CrossRef]
  19. Melinda Herwawan, N.; Balisar Panjaitan, N. The Influence of Using Nearpod to Improve Student’s Vocabulary in Learning English as Foreign Language. J. Pendidik. Dan Konseling 2022, 4, 6076–6081. [Google Scholar]
  20. Nadia Astarina, A.; Herlinda, R. Promoting active and interactive learning in a higher education online class. Engl. J. Lit. UTama 2022, 6, 534–543. [Google Scholar] [CrossRef]
  21. Elizabeth Freire Espin, S.; Marcelo Rodriguez Cortez, D. Nearpod as a Gamification Resource for Teaching in Virtual Education: A Mathematical Case Study. In Proceedings of the 2022 International Conference on Inventive Computation Technologies (ICICT), Lalitpur, Nepal, 20 July 2022; IEEE: Piscataway, NJ, USA, 2022; pp. 177–183. [Google Scholar]
  22. Qiao, Y.; Jia, X.; Wang, Y.; Wang, X. Research on the Influence of Competition Mechanism in Gamification Test on Learning Experiences and Learning Effects. In Proceedings of the 2022 IEEE 2nd International Conference on Educational Technology (ICET), Beijing, China, 25 June 2022; IEEE: Piscataway, NJ, USA, 2022; pp. 46–50. [Google Scholar]
  23. Li, Q.; Yang, G.; Li, X.-L.; Han, M.; Zheng, X.-Q.; Li, J.-W. Integrating Problem Based Learning into Augmented Reality: The Effects on Learning Achievement in Chinese Writing Teaching. In Proceedings of the 2022 IEEE 2nd International Conference on Educational Technology (ICET), Beijing, China, 25 June 2022; IEEE: Piscataway, NJ, USA, 2022; pp. 115–119. [Google Scholar]
  24. Leontyeva, I.A. Modern Distance Learning Technologies in Higher Education: Introduction Problems. EURASIA J. Math. Sci. Technol. Educ. 2018, 14, em1578. [Google Scholar] [CrossRef] [PubMed]
  25. Hamidi, H.; Chavoshi, A. Analysis of the Essential Factors for the Adoption of Mobile Learning in Higher Education: A Case Study of Students of the University of Technology. Telemat. Inform. 2018, 35, 1053–1070. [Google Scholar] [CrossRef]
  26. Cao, G.; Wang, M.; Xu, J. A Study on Game-Based Chinese Vocabulary Learning Tool Powered by Knowledge Graph. In Proceedings of the 2022 IEEE 2nd International Conference on Educational Technology (ICET), Beijing, China, 25 June 2022; IEEE: Piscataway, NJ, USA, 2022; pp. 41–45. [Google Scholar]
Engproc 74 00063 g001
Figure 1. Framework of this research.
Figure 1. Framework of this research.
Engproc 74 00063 g001
Engproc 74 00063 g002
Figure 2. Main function of Nearpod.
Figure 2. Main function of Nearpod.
Engproc 74 00063 g002
Engproc 74 00063 g003
Figure 3. (a) Interactive wall and (b) answers on it.
Figure 3. (a) Interactive wall and (b) answers on it.
Engproc 74 00063 g003
Engproc 74 00063 g004
Figure 4. Errors in writing 吗 and 评.
Figure 4. Errors in writing 吗 and 评.
Engproc 74 00063 g004
Engproc 74 00063 g005
Figure 5. Students’ errors in word order and meaning.
Figure 5. Students’ errors in word order and meaning.
Engproc 74 00063 g005
Engproc 74 00063 g006
Figure 6. Students’ errors in not filling sentence and grammar.
Figure 6. Students’ errors in not filling sentence and grammar.
Engproc 74 00063 g006
Engproc 74 00063 g007
Figure 7. Difference in results of students before (in red) and after using Nearpod (in green).
Figure 7. Difference in results of students before (in red) and after using Nearpod (in green).
Engproc 74 00063 g007
Table 1. Nearpod questions.
Table 1. Nearpod questions.
Complete the Dialogue:
1. A: 一大早怎么会堵车呢? (How could there be a traffic jam so early in the morning)
 B:       。 (事故) (Accident)
2. A:       . (把) 。(Preposition)
 B: 好的,我马上送过去。 (Okay, I’ll send it over right away)
3. A:       . (以前) (A long time ago)
 B: 真的假的? 看不出来哦。 (Is that true or not? I can’t tell.)
4. A: 这道题怎么会填错呢? (How could this question be answered incorrectly?)
 B:       。 (马虎) (careless)
5. A: 你这周末都去哪儿玩了? (Where did you go this weekend?)
 B:       . (都) (all)
Making Sentences: 以前, 被, 什么… 也 …, 每隔, 送给 (a long time ago, auxiliary, whatever… also, every period, give)
 
Table 2. Correct and wrong answers.
Table 2. Correct and wrong answers.
WordsUsing NearpodRatio
NoYes
Complete DialogueRight Answers
事故 shìgu (accident)50%87%+37%
把 bǎ (preposition)43%76%+33%
以前 yǐqián (a long time ago)23%76%+53%
马虎 mǎhu (careless)13%87%+74%
都 dōu (all)53%87%+34%
Make Sentences
以前 yǐqián (a long time ago)23%90%+67%
被 bèi (auxiliary)23%90%+67%
什么 … 也 … shénme … yě (whatever… also)40%70%+30%
每隔 měigé (every… period)16%70%+54%
送给 sònggěi (give)53%93%+40%
Table 3. Word errors in handwriting.
Table 3. Word errors in handwriting.
Error\Number12345678910
Grammar1081718811141496
Characters39566115386
(No answer)2-12-14182
True151374167712516
Total30303030303030303030
Table 4. Errors of students with Nearpod.
Table 4. Errors of students with Nearpod.
Error12345678910
Grammar23212--42-
Characters----------
No answer2453233572
True26232326262727212128
Total30303030303030303030
Table 5. Questions and answers of students using Nearpod.
Table 5. Questions and answers of students using Nearpod.
QuestionsAnswers
D*C*B*A*
1. I am satisfied with the teaching system settings on Nearpod17148
2. I am satisfied with the way teachers explain on Nearpod-61311
3. Nearpod teaching with the addition of multimedia makes me feel satisfied.110910
QuestionsNoUnsureYes
4. Learning with Nearpod makes me able to remember longer.31512
5. Nearpod is easy to run.7716
6. Teaching with Nearpod can improve language skills.11514
7. Do you agree that all teachers should use Nearpod? Why?
8. What are your suggestions for the Nearpod App?
(A*: Very satisfied; B*: Satisfied; C*: Unsure; D*: Not Satisfied).
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

Share and Cite

MDPI and ACS Style

Chandra, M.R.; Kun, Q. Use of Nearpod in Reducing Word Usage Errors in Chinese Lessons. Eng. Proc. 2024, 74, 63. https://doi.org/10.3390/engproc2024074063

AMA Style

Chandra MR, Kun Q. Use of Nearpod in Reducing Word Usage Errors in Chinese Lessons. Engineering Proceedings. 2024; 74(1):63. https://doi.org/10.3390/engproc2024074063

Chicago/Turabian Style

Chandra, Mei Rianto, and Qian Kun. 2024. "Use of Nearpod in Reducing Word Usage Errors in Chinese Lessons" Engineering Proceedings 74, no. 1: 63. https://doi.org/10.3390/engproc2024074063

Article Metrics

Back to TopTop