Examining the potential of web-based multimedia to support complex fine motor skill learning: An empirical study

Παπαστεργιου, Μαρίνα; Pollatou, Elisana; Theofylaktou, Ioannis; Karadimou, Konstantina

doi:10.1007/s10639-013-9256-x

Cited by 12 publications

(7 citation statements)

References 23 publications

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“…For analyzing the results the SPSS program was used, as well as the Excel of Microsoft. It should be noted that the results presented in this paper constitute the outcomes of further analyses of a part of the research data collected in Papastergiou, Pollatou, Theofylaktou, and Karadimou (2013).…”

Section: Discussionmentioning

confidence: 80%

Multimedia Environment and Gender, in Motor-Rhythmic Performance of a Dance Routine with Ball, Accompanied by an Adjusted Music Composition

Pateraki¹,

Pollatou²,

Παπαστεργιου³

et al. 2013

JET

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The principal objective of this study is the effect of using of an online-multimedia environment and that of gender on learning and performing a motor-rhythmic routine with a ball followed by a customized music composition towards students of DPESS. Seventy six (76) sophomore students took place in the examination (43 men and 33 women), randomly divided into two groups consisting of an equal number of students. The examinees attended university courses of rhythmic gymnastics regarding the routine with the ball, for four weeks. Along with the physical practice of the routine in the classroom, the experimental group could make use of an online-multimedia environment, which consisted of videos, images and audio of the routine for extra feedback, whereas the control group could only practice physically. The routine contained 31 main body movements (swings, turns, balances, jumps, etc.) along with handling a ball (rolls, throws, bounces, etc.). Each student attempted performing the motor-rhythmic routine with music both at the beginning and the end of the interventions. Every performance was videotaped so as to evaluate each individual movement and rhythmic skill. According to the results of the final evaluation both groups improved significantly, compared to the first performance both in movement and rhythm. In more detail, the paired-samples t-tests showed that there was a significant difference between the pre-test and post-test in the motor and rhythmic performance. In addition, the results of the independent-samples t-tests showed that the difference in the improvement of the motor and rhythmic performance was not significantly important towards the group and gender. To sum up, the students advance in their performance of the motor-rhythmic routine with a ball, in movement and rhythm, having had no significant effect from the use of an online-multimedia environment or from their gender. Thus the physical practice alone seems to be equally effective towards the improvement of the motor and rhythmic performance. Furthermore, the rhythmic performance of the students seemed to lack improvement compared to the motor performance, according to the results. Therefore, there may be a possibility that teaching basic motor skills is more effective by inducting the motor component first and then adding the rhythmic elements. Such a teaching process could impact future research.

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Section: Discussionmentioning

confidence: 80%

Multimedia Environment and Gender, in Motor-Rhythmic Performance of a Dance Routine with Ball, Accompanied by an Adjusted Music Composition

Pateraki¹,

Pollatou²,

Παπαστεργιου³

et al. 2013

JET

Self Cite

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“…The results of relevant studies have indicated that when PE lessons are taught in a multimedia environment, learning motivation is enhanced [5], as is learning attitude [4,79]. When PE lessons taught in such an environment, effective knowledge construction is supported, ultimately leading to the generation of meaningful learning behaviors and methods [80,81]. When TMA is used in conjunction with TT, the two teaching approaches can supplement and complement each other.…”

Section: Discussionmentioning

confidence: 99%

“…This is because in printed diagrams, there is considerable information that must be processed; comprehension of coherence between printed diagrams involves the understanding of links between the various details of different pieces of information. Faraday and Sutcliffe [82] stated that appropriate integration of media and the utilization of different teaching approaches can promote information comprehension. In the process of cognition development, an individual starts with the development of cognition based on concrete experiences and slowly transitions to the development of abstract cognition.…”

Section: Discussionmentioning

confidence: 99%

Effects of Multimedia-Assisted Learning on Learning Behaviors and Student Knowledge in Physical Education Lessons: Using Basketball Game Recording as an Example

Kao¹,

Luo²

2020

Int. J. Emerg. Technol. Learn.

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The purpose of this study was to create a multimedia learning environment for use in PE lessons and to determine the effects of a traditional learning environment versus a multimedia learning environment on students’ learning behaviors and knowledge. This study had a pretest–posttest quasiexperimental design. The control and experimental groups comprised students at a Taiwanese university who were taught using the traditional teaching method (TT group; 48 students) and TMA (TMA group; 47 students). The pretest and posttest comprised the Learning Behavior Scale in Physical Education and a test questionnaire that assessed the students’ knowledge of basketball game recording methods through 32 multiple-choice questions. The teaching procedure lasted 4 weeks and covered various aspects of the rules of basketball, including the methods of recording basketball game scores. Differences between the groups were determined using various statistical tests. The students’ learning behaviors and knowledge of basketball recording methods were discovered to be significantly improved in both groups at the posttest. However, the TMA group outperformed the TT group, enhancing the students’ learning behaviors and knowledge to a greater degree. Overall, a combination of TT and TMA may have the most beneficial effect on students’ cognition and learning. Teachers should take their students’ current cognitive development into consideration when designing course materials.

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“…In line with these findings, other views state that for the maximum development of each child must move his body to achieve the goal of fine motor skills development (Olga C Santos, 2016). Marina Papastergiou (2014) explained that fine motor skills involves a certain parts of a person's body such as hands, motor skills involve the movement of the whole body in coordination with external stimuli. In line with the results of this study that the teacher provides direction to the children in the process of fine motor skills development.…”

Section: Finding and Discussionmentioning

confidence: 99%

Four Ways of Fine Motor Skills Development in Early Childhood

Syafril¹,

Susanti²,

Fiah³

et al. 2018

Preprint

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Fine motor skill is the ability to control movement through activities coordination of nervous system, fibril, and muscles such as fingers and hands. Fine motor skill is also seen as a very important factor in the process of developing cognitive abilities in early childhood. This study aims to see how to develop fine motor skills in early childhood. The study was conducted using a qualitative descriptive approach (multi case single site case study design) involving 2 teachers. Data were collected through observation and interviews, then analyzed thematically using NVIVO 10 software. The results showed that fine motor skill development was carried out using the method of assignment in four ways: (i) Providing tools and materials, (ii) providing direction and opportunities for practice, (iii) observe children individually and in groups, (iv) evaluate their fine motor skill development on an ongoing basis. This study shows that these four ways can be used as an alternative in developing fine motor skill in early childhood.

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Examining the potential of web-based multimedia to support complex fine motor skill learning: An empirical study

Cited by 12 publications

References 23 publications

Multimedia Environment and Gender, in Motor-Rhythmic Performance of a Dance Routine with Ball, Accompanied by an Adjusted Music Composition

Multimedia Environment and Gender, in Motor-Rhythmic Performance of a Dance Routine with Ball, Accompanied by an Adjusted Music Composition

Effects of Multimedia-Assisted Learning on Learning Behaviors and Student Knowledge in Physical Education Lessons: Using Basketball Game Recording as an Example

Four Ways of Fine Motor Skills Development in Early Childhood

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