The integration of technology in education has revolutionized traditional teaching and learning methods, providing innovative tools to enhance student engagement and learning outcomes. This study explores the perceptions of foundation-year language students at the University of Technology and Applied Sciences-Suhar (UTAS-Suhar) regarding the use of Plickers as a formative assessment tool. Grounded in the frameworks of the Technology Acceptance Model (TAM) and Constructivism, the research investigates students’ perceptions of Plickers across four dimensions: ease of use, interactivity, usefulness, and immediate personalized feedback. Findings reveal generally positive responses, with interactivity receiving the highest mean score, followed by immediate feedback, usefulness, and ease of use. The results underscore the potential of Plickers to foster an interactive, engaging, and feedback-rich learning environment in language education. The study concludes with recommendations for future research to explore the long-term effects of Plickers on language learning outcomes and its adaptability across diverse educational contexts.
Al-Kindi et al. (Thu,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: