Fostering motor skills in physical education: A mobile technology-supported ICRA flipped learning model

Lin, Yen-Nan; Hsia, Lu‐Ho; Hwang, Gwo‐Jen

doi:10.1016/j.compedu.2021.104380

Cited by 29 publications

(8 citation statements)

References 40 publications

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“…Flipped learning in physical education involves more time for practical activities and positioning learners' cognitive and physical learning before classes [21]. Ideally, this preparation is a video tailored to the forthcoming class and contains practical information about the activities and academic knowledge supporting the class topic/aim [22]. In this sense, FL can be considered a techno-pedagogical method with higher effectiveness than other more traditional methods.…”

Section: Introductionmentioning

confidence: 99%

Improving Students’ Learning Motivation and Attitude in Physical Education by Using Algorithm Thinking Innovation Teaching Method

2022

International Transactions on Electrical Energy Systems

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Physical education (PE) learning activity types can influence students’ motivational beliefs, physical activity participation, and persistence/effort in class. Due to motivational and attitudinal aims in the curriculum and the lack of study on student experiences with physical activity, the technological features of today’s society have favored the presence of information and communication technology (ICT) and the advent of new training methods in educational institutions. This article addresses the flipped learning-based thinking innovation teaching method (FL-TITM) as an innovative methodology for teaching and learning physical education to improve students’ motivation and attitude. This research aims to briefly present the flipped learning method and determine and critically analyze the crucial pedagogical models. This allows us to identify the approaches and electronic tools on the Web. Physical education 2.0 and ICT as an online learning environment may better aid and establish physical education content and motivate learners in flipped learning. The data were collected using semistructured interviews. A total of 100 learners from an educational center in China participated and were compared with nonflipped learning students. These participants have been chosen intentionally. The outcomes show that the flipped learning method linearly and positively impacts academic performance and correlational support and motivation. The test results show that our FL-TIIM has a high self-efficacy ratio of 96.7%, a positive attitude level of 98.6%, a student motivation ratio of 95.3%, an interaction ratio of 98.5%, and a performance ratio of 90.3%.

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Section: Introductionmentioning

confidence: 99%

Improving Students’ Learning Motivation and Attitude in Physical Education by Using Algorithm Thinking Innovation Teaching Method

2022

International Transactions on Electrical Energy Systems

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“…Based on the number of publications on blended learning in physical education from 2011 to 2022, studies conducted in China accounted for 41 per cent of the total number of publications ( n = 9). From the nine studies, Lin, Hsia, and Hwang authored five studies ( 27 , 29 , 30 , 36 , 39 ). The next highest number of publications on blended learning in physical education was conducted in Spain ( n = 6) and the United Kingdom ( n = 3), while each of the remaining studies was conducted in countries such as the United States, Singapore, Australia, and Ireland.…”

Section: Resultsmentioning

confidence: 99%

Blended learning in physical education: A systematic review

Wang

Dev²,

Soh³

et al. 2023

Front. Public Health

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This review aims to provide a detailed overview of the current status and development trends of blended learning in physical education by reviewing journal articles from the Web of Science (WOS) database. Several dimensions of blended learning were observed, including research trends, participants, online learning tools, theoretical frameworks, evaluation methods, application domains, Research Topics, and challenges. Following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a total of 22 journal articles were included in the current review. The findings of this review reveal that the number of blended learning articles in physical education has increased since 2018, proving that the incorporation of online learning tools into physical education courses has grown in popularity. From the reviewed journal articles, most attention is given to undergraduates, emphasizing that attention in the future should be placed on K-12 students, teachers, and educational institutions. The theoretical framework applied by journal articles is also limited to a few articles and the assessment method is relatively homogeneous, consisting mostly of questionnaires. This review also discovers the trends in blended learning in physical education as most of the studies focus on the topic centered on dynamic physical education. In terms of Research Topics, most journal articles focus on perceptions, learning outcomes, satisfaction, and motivation, which are preliminary aspects of blended learning research. Although the benefits of blended learning are evident, this review identifies five challenges of blended learning: instructional design challenges, technological literacy and competency challenges, self-regulation challenges, alienation and isolation challenges, and belief challenges. Finally, a number of recommendations for future research are presented.

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“…With the prevalence of mobile technologies, learning is no longer limited by space and time [7][8] and numerous studies on the application of mobile devices as learning tools have been conducted in diverse fields of education [29], for instance nursing education [30][31], science education [32], English learning [33][34], and so on. Recently, mobile technology has been considered to integrate game-based learning strategies for investigation of students' learning performance and motivation.…”

Section: Digital Game-based Learningmentioning

confidence: 99%

Promoting Students’ Math Learning Performance and Engagement: A Help-seeking Mech+C3:C18anism-based Mobile Gaming Approach

Yang¹,

Yang²,

Hsieh³

et al. 2022

Journal of Internet Technology

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<p>Mobile game-based learning systems are generally expected to be interactive, connectable, and recordable. Researchers have indicated that it is important to promote interaction between peers during mobile learning activities in class. In this study, an interactive mobile math game with a help-seeking mechanism is proposed to improve elementary school students’ learning achievements, learning motivation and social interactions. To evaluate the effectiveness of the proposed approach, an experiment was conducted in an elementary school mathematics course. A total of 59 third graders from two classes participated in the experiment. One class with 30 students was assigned to the experimental group learning with the interactive mobile math game with the help-seeking mechanism, while the other class with 29 students was assigned to the control group learning with the conventional mobile gaming approach. Based on the empirical results, it was found that the proposed approach effectively promoted the students’ learning achievement and learning motivation. A follow-up analysis of the experimental results further showed that the proposed approach benefited the students with low mathematics self-efficacy more than those with high self-efficacy, indicating the potential of the approach for helping students with low self-efficacy improve their mathematics ability.</p> <p> </p>

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Fostering motor skills in physical education: A mobile technology-supported ICRA flipped learning model

Cited by 29 publications

References 40 publications

Improving Students’ Learning Motivation and Attitude in Physical Education by Using Algorithm Thinking Innovation Teaching Method

Improving Students’ Learning Motivation and Attitude in Physical Education by Using Algorithm Thinking Innovation Teaching Method

Blended learning in physical education: A systematic review

Promoting Students’ Math Learning Performance and Engagement: A Help-seeking Mech+C3:C18anism-based Mobile Gaming Approach

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