Use of Nearpod in Reducing Word Usage Errors in Chinese Lessons †
Abstract
:1. Introduction
2. Conceptual Background
2.1. Online Learning Platform
2.2. Nearpod Platform Learning
2.3. Relationship between Technology and Learning
3. Research Method
3.1. Nearpod
3.1.1. Main Function
3.1.2. Interaction Function
4. Result and Discussion
4.1. Errors in Learning
4.2. Student Interview
- 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
Author Contributions
Funding
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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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) |
Words | Using Nearpod | Ratio | |
---|---|---|---|
No | Yes | ||
Complete Dialogue | Right 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% |
Error\Number | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
---|---|---|---|---|---|---|---|---|---|---|
Grammar | 10 | 8 | 17 | 18 | 8 | 11 | 14 | 14 | 9 | 6 |
Characters | 3 | 9 | 5 | 6 | 6 | 11 | 5 | 3 | 8 | 6 |
(No answer) | 2 | - | 1 | 2 | - | 1 | 4 | 1 | 8 | 2 |
True | 15 | 13 | 7 | 4 | 16 | 7 | 7 | 12 | 5 | 16 |
Total | 30 | 30 | 30 | 30 | 30 | 30 | 30 | 30 | 30 | 30 |
Error | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
---|---|---|---|---|---|---|---|---|---|---|
Grammar | 2 | 3 | 2 | 1 | 2 | - | - | 4 | 2 | - |
Characters | - | - | - | - | - | - | - | - | - | - |
No answer | 2 | 4 | 5 | 3 | 2 | 3 | 3 | 5 | 7 | 2 |
True | 26 | 23 | 23 | 26 | 26 | 27 | 27 | 21 | 21 | 28 |
Total | 30 | 30 | 30 | 30 | 30 | 30 | 30 | 30 | 30 | 30 |
Questions | Answers | |||
---|---|---|---|---|
D* | C* | B* | A* | |
1. I am satisfied with the teaching system settings on Nearpod | 1 | 7 | 14 | 8 |
2. I am satisfied with the way teachers explain on Nearpod | - | 6 | 13 | 11 |
3. Nearpod teaching with the addition of multimedia makes me feel satisfied. | 1 | 10 | 9 | 10 |
Questions | No | Unsure | Yes | |
4. Learning with Nearpod makes me able to remember longer. | 3 | 15 | 12 | |
5. Nearpod is easy to run. | 7 | 7 | 16 | |
6. Teaching with Nearpod can improve language skills. | 1 | 15 | 14 | |
7. Do you agree that all teachers should use Nearpod? Why? | ||||
8. What are your suggestions for the Nearpod App? |
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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
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 StyleChandra, 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