Xia Qiudong, Ke Lu'an, Zheng Zheng
Department of Physical Education, Zhejiang Gongshang University, Hangzhou, China.
College of Business, Shanghai University of Finance and Economics, Shanghai, China.
Front Psychol. 2022 Oct 18;13:1032680. doi: 10.3389/fpsyg.2022.1032680. eCollection 2022.
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.
随着视频技术的迅猛发展和广泛应用，学生们将创建视频作为一种学习活动既轻松又有趣。然而，以往的大多数研究主要集中在陈述性知识学习（如语言学习、科学学习）上，而非运动技能学习。本研究旨在探讨与同学创建并分享视频，在内在动机、学习毅力、学习满意度和轮滑技能方面，是否比单纯创建视频并自我练习更能有效地学习运动技能。部分符合我们的假设，我们发现与同学创建并分享视频能提高学生的内在动机、在运动任务中的毅力和学习满意度，但不能提高轮滑技能，其次是单纯创建视频然后自我练习。这些发现对运动技能学习具有重要意义：在教授运动技能时，教师可以鼓励学生将与同学创建并分享视频作为一项家庭作业活动，以提高学生的内在动机、在运动任务中的毅力和学习满意度。
