Controlling the Display of Videos in a Physical Education Context: Effects on Learning Outcomes and Situational Interest

Autor/inn/en	Romdhane, Montassar Ben; Khacharem, Aïmen
Titel	Controlling the Display of Videos in a Physical Education Context: Effects on Learning Outcomes and Situational Interest
Quelle	In: Physical Education and Sport Pedagogy, 28 (2023) 5, S.517-529 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khacharem, Aïmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2021.2005013
Schlagwörter	Pacing; Video Technology; Technology Uses in Education; Physical Education; Recall (Psychology); Instructional Films; Outcomes of Education; High School Students; Grade 10; Performance; Scores; Foreign Countries; Tunisia + Suchen Sie Ihr Suchwort? Lerntempo; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Körpererziehung; Sportunterricht; Abberufung; Lehrfilm; Lernleistung; Schulerfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Achievement; Leistung; Ausland; Tunesien
Abstract	Background: Instructional videos are increasingly employed in a physical education domain in order to enhance motor learning and self-motivational beliefs. However, evidence showed that videos are generally ineffective because they often create extraneous loads due to the information transience and passive processing of information. Purpose: The current study investigates the effects of controlling the display of video on learning outcomes -- expressed in terms of recall and transfer scores -- and situational interest in physical education settings. Method: 60 tenth-grade students (M[subscript age] = 15.90 years, SD[subscript age] = 1.32 months; 30 boys and 30 girls) were instructed to study using either a continuous video (presented without pauses), a system-controlled video using predefined segments or a self-controlled video where the learner uses 'stop' and 'play' keys. Then, they were asked to perform the learning tests (i.e. game comprehension test and game performance test) and evaluate the situational interest of the learning materials (i.e. attention demand, challenge, exploration intention, instant enjoyment, novelty). Findings: The results from one-way ANOVAs revealed that students performed significantly better on both recall and transfer post-tests when the video was either system-controlled or self-controlled, which suggested that studying a controlled video could decrease irrelevant cognitive load and so yield better learning performances. Concerning the situational interest variable, students in the self-controlled condition scored significantly higher on almost all dimensions of situational interest. Conclusion: This study indicates that self-controlled video, as applied in this study, can be integrated in a physical education context to foster learning and enhance situational interest. The discussion advances several options for enhancing the effectiveness of instructional videos during physical education lessons. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01