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Thomas, J. R., Fernandez, V. L., Salguero, F. L., Lobo, P. M., & Pradas, S. (2016). Participation and Knowledge through Plickers in High School Students and Its Relationship to Creativity. UNESCO-UNIR ICT & Education Latam Congress 2016, La Rioja, Spain, January 2016, 113-123.
https://www.researchgate.net/publication/320990828

has been cited by the following article:

• TITLE: The Use of an Interactive Online Tool (Plickers) in Learning Vocabulary among Young Learners in ESL Setting

  AUTHORS: Faizatul Azira Hassan, Harwati Hashim

  KEYWORDS: Plickers, Vocabulary, Technology Acceptance Model (TAM), Motivation

  JOURNAL NAME: Creative Education, Vol.12 No.4, April 20, 2021

  ABSTRACT: Technology isproven to be one of the factors supporting teaching and learning in the classroom in this digital age. Teachers are also encouraged to use technical resources to enhance the language skills of students in ESL classrooms.The aim of this research isto reveal the perceptions and motivation of students about the use of Plickers in learning ESL vocabulary. Embedded design frommixed methodresearch was selected as the research method to achieve this aim. The survey questionnaire was answered by 50 primary studentsfromdifferent ages and proficiency levels, and 20 of them had face-to-face interviews. The technology acceptance model (TAM) was adapted to construct the survey questionnaire as the basic model to explore students’ perceptions. Using descriptive analysis such as frequency, percentageandmean score, the quantitative data of the studywasanalysed. Meanwhile, an iterative process involving coding, categorizationandtheme identification was used to evaluate the qualitative data. According to the results obtained, it is seen that Plickers makes a positive contributiontostudents’ perceptions. They were also intrinsically motivated towards the use of Plickers in learning vocabulary.