Research Article
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Year 2023, Volume: 8 Issue: 2, 267 - 275, 03.07.2023

Zeynep Taban Mehmet İmamoğlu

https://doi.org/10.53850/joltida.1211628
Cited By: 1

Abstract

Keywords

ADDIE model; instructional technologies; media in education;

References

  • Antoniou, P., Derri, V., Kioumourtzoglou, E. & Mouroutsos, S. (2003). Applying multimedia computer‐assisted instruction to enhance physical education students’ knowledge of basketball rules, European Journal of Physical Education, 8(1), 78-90. https://doi.org/10.1080/1740898030080106
  • Antoniou, P., Moulelis, E., Siskos, A. & Tsamourtzis, E. (2006). Multimedia: an instructional tool in the teaching process of alpine ski. Current Developments in Technology-Assisted Education, 941-945.
  • Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09506-6
  • Cherrett, T., Wills, G., Price, J., Maynard, S., & Dror, I. E. (2009). Making training more cognitively effective: Making videos interactive. British Journal of Educational Technology, 40(6), 1124–1134.
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Routledge. https://doi.org/10.4324/9780203771587
  • Delen, E., Liew, J., & Willson, V. (2014). Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments. Computers & Education, 78, 312–320. https ://doi.org/10.1016/j.compe du.2014.06.018
  • Dror, I. E. (2008). Technology enhanced learning: The good, the bad, and the ugly. Pragmatics & Cognition, 16(2), 215–223. https://doi.org/10.1075/p&c.16.2.02dro
  • Franzoni, A. L., Ceballos, C. P., & Rubio, E. (2013, July 15-18). Interactive video enhanced learning-teaching process for digital native students. 13th International Conference on Advanced Learning Technologies, Beijing, China. https://doi.org/10.1109/ICALT.2013.84
  • Giannakos, M. N., Chorianopoulos, K., & Chrisochoides, N. (2015). Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course. The International Review of Research in Open and Distributed Learning, 16(1), 260–283. https://doi.org/10.19173/IRRODL.V16I1.1976
  • Giannakos, M. N., Jaccheri, L., & Krogstie, J. (2016). Exploring the relationship between video lecture usage patterns and students’ attitudes. British Journal of Educational Technology, 47(6), 1259–1275. https://doi.org/10.1111/bjet.12313
  • Gil-Arias, A., García-González, L., Del Villar, F., Moreno, A., & Moreno, M. P. (2015). Effectiveness of video feedback and interactive questioning in improving tactical knowledge in volleyball. Perceptual and Motor Skills, 121(3), 635–653. https://doi.org/10.2466/30.PMS.121c23x9
  • Guo, P. J., Kim, J., & Rubin, R. (2014, March 4-5). How video production affects student engagement: an empirical study of MOOC videos. In Proceedings of the First ACM Conference on Learning @ Scale; Association for Computing Machinery, Atlanta, Georgia, USA. https://doi.org/10.1145/2556325.2566239
  • H5P. (2021). MIT Licensed. Retrieved October 30, 2021, from https://h5p.org/MIT-licensed.
  • Hannafin, M.J. (1985). Empirical issues in the study of computer-assisted interactive video. Educational Communication and Technology: A Journal of Theory, Research, and Development, 33(4), 235-247. https://www.learntechlib.org/p/169801/.
  • Haughey, M., & Muirhead, B. (2005). The pedagogical and multimedia designs of learning objects for schools. Australasian Journal of Educational Technology, 21(4), 470–490. https://doi.org/10.14742/ajet.1315
  • Hwang, Y., & Jin, J. (2016). How does student motivation affect different teaching styles and student engagement in physical education? Journal of Physical Education, Recreation & Dance, 87(7), 61. https://doi.org/10.1080/07303084.2016.1203690
  • Leidner, D. E., & Jarvenpaa, S. L. (1995). The use of information technology to enhance management school education: A theoretical view. MIS Quarterly, 19(3), 265–291. https://doi.org/10.2307/249596
  • Li, S.-min, & Sun, J.-hai. (2008, December 30-31). Experimental research on multimedia teaching for sports aerobics. 2008 International Conference on MultiMedia and Information Technology, Three Gorges, China. https://doi.org/10.1109/mmit.2008.48
  • Meixner, B., Matusik, K., Grill, C., & Kosch, H. (2014). Towards an easy to use authoring tool for interactive non-linear video. Multimedia Tools and Applications, 70(2), 1251-1276. https://doi.org/10.1007/s11042-012-1218-6
  • Moreno, M. P., Moreno, A., García-González, L., Ureña, A., Hernández, C., & Del Villar, F. (2016). An intervention based on video feedback and questioning to improve tactical knowledge in expert female volleyball players. Perceptual and Motor Skills, 122(3), 911–932. https://doi.org/10.1177/0031512516650628
  • O’Loughlin, J., Chróinín, D. N., & O’Grady, D. (2013). Digital video: The impact on children’s learning experiences in primary physical education. European Physical Education Review, 19(2), 165–182. https://doi.org/10.1177/1356336X13486050
  • Özgül, F. (2015). Beden eğitimi derslerinde kullanılan komut ve katılım yönteminin voleybol öğretimi açısından karşılaştırılması [Comparison of the command and inclusion style used in physical education lessons according to teaching of volleyball]. [Unpublished master’s thesis]. Ondokuz Mayıs University.
  • Palaigeorgiou G., Papadopoulou A., & Kazanidis I. (2019). Interactive Video for Learning: A Review of Interaction Types, Commercial Platforms, and Design Guidelines. In: Tsitouridou M., A. Diniz J., Mikropoulos T. (eds) Technology and Innovation in Learning, Teaching and Education. TECH-EDU 2018. Communications in Computer and Information Science, vol 993. Springer, Cham. https://doi.org/10.1007/978-3-030-20954-4_38
  • Papastergiou, M., & Gerodimos, V. (2013). Can learning of basketball be enhanced through a web-based multimedia course? An experimental study. Education and Information Technologies, 18(3), 459–478. https://doi.org/10.1007/s10639-012-9186-z
  • Rekhari, S. & Sinnayah, P. (2018). H5P and Innovation in Anatomy and Physiology Teaching. In D. Wache and D. Houston (Eds.), Research and Development in Higher Education: (Re)Valuing Higher Education, 41, 191-205.
  • Rismark, M., & Sølvberg, A. M. (2019). Video as a learner scaffolding tool. International Journal of Learning, Teaching and Educational Research, 18(1), 62-75. https://doi.org/10.26803/ijlter.18.1.5
  • Sablić, M., Mirosavljević, A. & Škugor, A. (2021). Video-Based Learning (VBL)-past, present and future: An overview of the research published from 2008 to 2019. Technology, Knowledge and Learning, 26, 1061–1077. https://doi.org/10.1007/s10758-020-09455-5
  • Sikana (2021). Sikana Organizations. Retrieved April 15, 2021, from https://www.sikana.tv/en
  • Slemmons, K., Anyanwu, K., Hames, J., Grabski, D., Mlsna, J., Simkins, E., & Cook, P. (2018). The impact of video length on learning in a middle-level flipped science setting: implications for diversity inclusion. Journal of Science Education and Technology, 27(5), 469-479. https://doi.org/10.1007/s10956-018-9736-2
  • Smith, E.E. (1987). Interactive video: An examination of use and effectiveness. Journal of Instructional Development, 10, 2–10. https://doi.org/10.1007/BF02905785
  • Vernadakis, N., Antoniou, P., Zetou, E., Giannousi, M. & Kioumourtzoglou E. (2010). Comparison of multimedia computer-assisted instruction, traditional instruction and combined instruction on knowledge acquisition and retention of setting skill in volleyball. In Morris B. A. & Ferguson G. M. (eds), Computer-Assisted Teaching: New Developments (pp. 133-149), Nova Science Publishers.
  • Vernadakis, N., Zetou, E., Antoniou, P., & Kioumourtzoglou, E. (2002). The effectiveness of computer-assisted instruction on teaching the skill of setting in volleyball. Journal of Human Movement Studies, 43(2), 151-164.
  • Wachtler, J., Hubmann, M., Zöhrer, H., & Ebner, M. (2016). An analysis of the use and effect of questions in interactive learning-videos. Smart Learning Environments, 3. https://doi.org/10.1186/s40561-016-0033-3
  • Wehling, J., Volkenstein, S., Dazert, S., Wrobel, C., van Ackeren, K., Johannsen, K., & Dombrowski, T. (2021). Fast-track flipping: flipped classroom framework development with open-source H5P interactive tools. BMC Medical Education 21. https://doi.org/10.1186/s12909-021-02784-8
  • Wilkinson, C., Hillier, R., Padfield, G., & Harrison, J. (1999). The effects of volleyball software on female junior high school students’ volleyball performance. Physical Educator, 56(4), 202–209.
  • Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15–27. https://doi.org/10.1016/j.im.2005.01.004

The Effect of Interactive Videos on Volleyball Education

Year 2023, Volume: 8 Issue: 2, 267 - 275, 03.07.2023

Zeynep Taban Mehmet İmamoğlu

https://doi.org/10.53850/joltida.1211628
Cited By: 1

Abstract

This study aimed to examine the effect of interactive videos on volleyball education, and the effects of gender and grade level on volleyball knowledge level were evaluated. A total of 105 (43 boys and 62 girls) fifth and sixth-grade students participated in the study. Participants were divided into three groups: Interactive Video Group (IVG), Video Group (VG), and Control Group (CG). The volleyball education program consisting of seven videos for two weeks was applied to the experimental groups. Interactive videos include single or multiple-choice questions, true-false statements, and drag and drop activities. ADDIE Model was used in instructional design. Gender has no effect on volleyball knowledge level (p>.05), but grade level has an effect in favor of sixth graders (p<05). In terms of volleyball knowledge level, there is a difference between the pretest and posttest of IVG and VG (p<.05) but not in CG (p>.05). There is a difference in favor of IVG and VG, respectively, in posttest results (p<.05), but not in pretest results (p>.05). Interactive videos positively affect volleyball knowledge, so their use in educational environments should be encouraged.

Keywords

ADDIE model; instructional technologies; media in education;

References

  • Antoniou, P., Derri, V., Kioumourtzoglou, E. & Mouroutsos, S. (2003). Applying multimedia computer‐assisted instruction to enhance physical education students’ knowledge of basketball rules, European Journal of Physical Education, 8(1), 78-90. https://doi.org/10.1080/1740898030080106
  • Antoniou, P., Moulelis, E., Siskos, A. & Tsamourtzis, E. (2006). Multimedia: an instructional tool in the teaching process of alpine ski. Current Developments in Technology-Assisted Education, 941-945.
  • Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09506-6
  • Cherrett, T., Wills, G., Price, J., Maynard, S., & Dror, I. E. (2009). Making training more cognitively effective: Making videos interactive. British Journal of Educational Technology, 40(6), 1124–1134.
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Routledge. https://doi.org/10.4324/9780203771587
  • Delen, E., Liew, J., & Willson, V. (2014). Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments. Computers & Education, 78, 312–320. https ://doi.org/10.1016/j.compe du.2014.06.018
  • Dror, I. E. (2008). Technology enhanced learning: The good, the bad, and the ugly. Pragmatics & Cognition, 16(2), 215–223. https://doi.org/10.1075/p&c.16.2.02dro
  • Franzoni, A. L., Ceballos, C. P., & Rubio, E. (2013, July 15-18). Interactive video enhanced learning-teaching process for digital native students. 13th International Conference on Advanced Learning Technologies, Beijing, China. https://doi.org/10.1109/ICALT.2013.84
  • Giannakos, M. N., Chorianopoulos, K., & Chrisochoides, N. (2015). Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course. The International Review of Research in Open and Distributed Learning, 16(1), 260–283. https://doi.org/10.19173/IRRODL.V16I1.1976
  • Giannakos, M. N., Jaccheri, L., & Krogstie, J. (2016). Exploring the relationship between video lecture usage patterns and students’ attitudes. British Journal of Educational Technology, 47(6), 1259–1275. https://doi.org/10.1111/bjet.12313
  • Gil-Arias, A., García-González, L., Del Villar, F., Moreno, A., & Moreno, M. P. (2015). Effectiveness of video feedback and interactive questioning in improving tactical knowledge in volleyball. Perceptual and Motor Skills, 121(3), 635–653. https://doi.org/10.2466/30.PMS.121c23x9
  • Guo, P. J., Kim, J., & Rubin, R. (2014, March 4-5). How video production affects student engagement: an empirical study of MOOC videos. In Proceedings of the First ACM Conference on Learning @ Scale; Association for Computing Machinery, Atlanta, Georgia, USA. https://doi.org/10.1145/2556325.2566239
  • H5P. (2021). MIT Licensed. Retrieved October 30, 2021, from https://h5p.org/MIT-licensed.
  • Hannafin, M.J. (1985). Empirical issues in the study of computer-assisted interactive video. Educational Communication and Technology: A Journal of Theory, Research, and Development, 33(4), 235-247. https://www.learntechlib.org/p/169801/.
  • Haughey, M., & Muirhead, B. (2005). The pedagogical and multimedia designs of learning objects for schools. Australasian Journal of Educational Technology, 21(4), 470–490. https://doi.org/10.14742/ajet.1315
  • Hwang, Y., & Jin, J. (2016). How does student motivation affect different teaching styles and student engagement in physical education? Journal of Physical Education, Recreation & Dance, 87(7), 61. https://doi.org/10.1080/07303084.2016.1203690
  • Leidner, D. E., & Jarvenpaa, S. L. (1995). The use of information technology to enhance management school education: A theoretical view. MIS Quarterly, 19(3), 265–291. https://doi.org/10.2307/249596
  • Li, S.-min, & Sun, J.-hai. (2008, December 30-31). Experimental research on multimedia teaching for sports aerobics. 2008 International Conference on MultiMedia and Information Technology, Three Gorges, China. https://doi.org/10.1109/mmit.2008.48
  • Meixner, B., Matusik, K., Grill, C., & Kosch, H. (2014). Towards an easy to use authoring tool for interactive non-linear video. Multimedia Tools and Applications, 70(2), 1251-1276. https://doi.org/10.1007/s11042-012-1218-6
  • Moreno, M. P., Moreno, A., García-González, L., Ureña, A., Hernández, C., & Del Villar, F. (2016). An intervention based on video feedback and questioning to improve tactical knowledge in expert female volleyball players. Perceptual and Motor Skills, 122(3), 911–932. https://doi.org/10.1177/0031512516650628
  • O’Loughlin, J., Chróinín, D. N., & O’Grady, D. (2013). Digital video: The impact on children’s learning experiences in primary physical education. European Physical Education Review, 19(2), 165–182. https://doi.org/10.1177/1356336X13486050
  • Özgül, F. (2015). Beden eğitimi derslerinde kullanılan komut ve katılım yönteminin voleybol öğretimi açısından karşılaştırılması [Comparison of the command and inclusion style used in physical education lessons according to teaching of volleyball]. [Unpublished master’s thesis]. Ondokuz Mayıs University.
  • Palaigeorgiou G., Papadopoulou A., & Kazanidis I. (2019). Interactive Video for Learning: A Review of Interaction Types, Commercial Platforms, and Design Guidelines. In: Tsitouridou M., A. Diniz J., Mikropoulos T. (eds) Technology and Innovation in Learning, Teaching and Education. TECH-EDU 2018. Communications in Computer and Information Science, vol 993. Springer, Cham. https://doi.org/10.1007/978-3-030-20954-4_38
  • Papastergiou, M., & Gerodimos, V. (2013). Can learning of basketball be enhanced through a web-based multimedia course? An experimental study. Education and Information Technologies, 18(3), 459–478. https://doi.org/10.1007/s10639-012-9186-z
  • Rekhari, S. & Sinnayah, P. (2018). H5P and Innovation in Anatomy and Physiology Teaching. In D. Wache and D. Houston (Eds.), Research and Development in Higher Education: (Re)Valuing Higher Education, 41, 191-205.
  • Rismark, M., & Sølvberg, A. M. (2019). Video as a learner scaffolding tool. International Journal of Learning, Teaching and Educational Research, 18(1), 62-75. https://doi.org/10.26803/ijlter.18.1.5
  • Sablić, M., Mirosavljević, A. & Škugor, A. (2021). Video-Based Learning (VBL)-past, present and future: An overview of the research published from 2008 to 2019. Technology, Knowledge and Learning, 26, 1061–1077. https://doi.org/10.1007/s10758-020-09455-5
  • Sikana (2021). Sikana Organizations. Retrieved April 15, 2021, from https://www.sikana.tv/en
  • Slemmons, K., Anyanwu, K., Hames, J., Grabski, D., Mlsna, J., Simkins, E., & Cook, P. (2018). The impact of video length on learning in a middle-level flipped science setting: implications for diversity inclusion. Journal of Science Education and Technology, 27(5), 469-479. https://doi.org/10.1007/s10956-018-9736-2
  • Smith, E.E. (1987). Interactive video: An examination of use and effectiveness. Journal of Instructional Development, 10, 2–10. https://doi.org/10.1007/BF02905785
  • Vernadakis, N., Antoniou, P., Zetou, E., Giannousi, M. & Kioumourtzoglou E. (2010). Comparison of multimedia computer-assisted instruction, traditional instruction and combined instruction on knowledge acquisition and retention of setting skill in volleyball. In Morris B. A. & Ferguson G. M. (eds), Computer-Assisted Teaching: New Developments (pp. 133-149), Nova Science Publishers.
  • Vernadakis, N., Zetou, E., Antoniou, P., & Kioumourtzoglou, E. (2002). The effectiveness of computer-assisted instruction on teaching the skill of setting in volleyball. Journal of Human Movement Studies, 43(2), 151-164.
  • Wachtler, J., Hubmann, M., Zöhrer, H., & Ebner, M. (2016). An analysis of the use and effect of questions in interactive learning-videos. Smart Learning Environments, 3. https://doi.org/10.1186/s40561-016-0033-3
  • Wehling, J., Volkenstein, S., Dazert, S., Wrobel, C., van Ackeren, K., Johannsen, K., & Dombrowski, T. (2021). Fast-track flipping: flipped classroom framework development with open-source H5P interactive tools. BMC Medical Education 21. https://doi.org/10.1186/s12909-021-02784-8
  • Wilkinson, C., Hillier, R., Padfield, G., & Harrison, J. (1999). The effects of volleyball software on female junior high school students’ volleyball performance. Physical Educator, 56(4), 202–209.
  • Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15–27. https://doi.org/10.1016/j.im.2005.01.004
There are 36 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Zeynep Taban 0000-0001-9868-6159

Mehmet İmamoğlu 0000-0001-9820-106X

Publication Date July 3, 2023
Submission Date November 29, 2022
Published in Issue Year 2023 Volume: 8 Issue: 2

Cite

APA Taban, Z., & İmamoğlu, M. (2023). The Effect of Interactive Videos on Volleyball Education. Journal of Learning and Teaching in Digital Age, 8(2), 267-275. https://doi.org/10.53850/joltida.1211628

Cited By

Multimedia-enhanced learning of volleyball rules in physical education and sports faculties
Physical Education of Students
https://doi.org/10.15561/20755279.2023.0505
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