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Is video creation more effective than self-exercise in motor skill learning?
Qiudong Xia1, Lu'an Ke1, Zheng Zheng2,3
1Department of Physical Education, Zhejiang Gongshang University, Hangzhou, China.
Frontiers in Psychology
|November 4, 2022
Summary
Creating and sharing videos enhances student motivation, perseverance, and satisfaction in motor skill learning. While it boosts engagement, it did not directly improve roller-skating skill compared to self-practice.
Area of Science:
- Educational Technology
- Motor Skill Acquisition
- Sports Science
Background:
- Video technology facilitates student learning activities.
- Previous research focused on declarative knowledge, not motor skills.
- Motor skill learning requires effective pedagogical approaches.
Purpose of the Study:
- To compare the effectiveness of video creation and sharing versus video creation and self-exercise for motor skill learning.
- To assess impacts on intrinsic motivation, learning perseverance, satisfaction, and skill performance.
- To explore the role of collaborative video activities in motor skill development.
Main Methods:
- Students engaged in motor skill learning (roller-skating).
- Two groups: 1) create & share video, 2) create video & self-exercise.
- Evaluated intrinsic motivation, perseverance, satisfaction, and skill level.
Main Results:
- Creating and sharing videos significantly increased intrinsic motivation.
- Students in the sharing group showed greater perseverance in motor tasks.
- Learning satisfaction was higher in the group that shared videos.
- No significant difference in roller-skating skill improvement between groups.
Conclusions:
- Collaborative video creation and sharing positively impacts motivational aspects of motor skill learning.
- Teachers can leverage video sharing for homework to boost student engagement and satisfaction.
- Further research needed to enhance skill-specific outcomes through video-based learning.
