Is video creation more effective than self-exercise in motor skill learning?

Abstract

Parallel to the tremendous growth and expansion of video technology, it is easy and enjoyable for students to create a video as a learning activity. However, most previous studies primarily focused on declarative knowledge learning (e.g., language learning, science learning) rather than motor skill learning. The current study aimed to investigate whether creating and sharing a video with classmates would be more effective than merely creating a video and self-exercise to learn a motor skill in terms of intrinsic motivation, perseverance in learning, learning satisfaction, and roller-skating skill. Partially consistent with our hypothesis, we found that creating and sharing a video with classmates increased students’ intrinsic motivation, perseverance in motor tasks, and learning satisfaction, but not roller-skating skill, followed by merely creating a video and then self-exercise. The findings have an important implication for motor skills learning: during teaching motor skills, teachers can use encourage students to create and share a video with classmates as a homework activity to increase students’ intrinsic motivation, perseverance in motor tasks, and learning satisfaction.

Is Video-Conferencing Helpful for Physical Education Classes in the New Normal? A PLS-SEM Analysis Adopting the Technology Acceptance Model

“…This lack of competence and experience has led to fewer assessment guidelines for PE classes, making systematic evaluation using e-learning unfeasible (Liu & Zhuang, 2022;Wang et al, 2023). Furthermore, regardless of the type of e-learning platform employed, reports of the effectiveness of online PE classes through videoconferencing in enhancing students' motor skill acquisition and physical activity level were consistently unfavourable (Chan et al, 2021), contrary to other scholarly works that indicate use of technology enhances students' motor skills and engagement in various physical activities (Mödinger et al, 2022;Xia et al, 2022). The main problems with taking a PE course online, even via videoconferencing, are its failure to offer enough hands-on experience, that students lacked interest and drive to learn and they did not have enough opportunities to engage with each other, as accentuated by other scholars (Konukman et al, 2022).…”