MULTIMEDIA AS AN INCENTIVE FOR INTERNAL MOTIVATION AND USE OF COMPUTERS IN SPORTS

Authors

  • J. Kioumourtzoglou Democritus University of Thrace, School of Physical Education and Sport Sciences, Greece
  • E. Zetou Democritus University of Thrace, School of Physical Education and Sport Sciences, Greece
  • M. Giannousi Democritus University of Thrace, School of Physical Education and Sport Sciences, Greece
  • P. Antoniou Democritus University of Thrace, School of Physical Education and Sport Sciences, Greece
  • M. Michalopoulou Democritus University of Thrace, School of Physical Education and Sport Sciences, Greece

DOI:

https://doi.org/10.46827/ejpe.v7i6.4133

Keywords:

multimedia, perceived view of use, motivation, volleyball skills

Abstract

The purpose of this study was to present the appropriateness of digital educational material and to explore multimedia usability and the importance of using them in developing the motivation of participants in learning sports skills. The participants were 63 beginner female volleyball athletes, aged 10-12 years (MO = 10,94, TA = 1.1 and 1-2 years of practice experience (MO = 1,44, TA = 1,4). The intervention program had 10 weeks duration, with 3 practices per week. For the needs of this study, an internet site (www.minivolley.gr) was used which had been created for this purpose. The athletes entered the positioning in their free time. The location contained sketches, 3D animations, videos with practice exercises, and presentations for the teaching and learning of the three basic Volleyball skills and their regulations. At the tip of the intervention, the comfort of attending the electronic courses was evaluated. The appropriateness of digital educational material according to the perceived view of the learners was evaluated using a part of the questionnaire of (Sun et al., 2008) while the intrinsic motivation of athletes was used the Intrinsic Motivation Inventory (Mc Auely et al., 1989). The results showed a statistically significant improvement in all of the variables of both questionnaires.

 

Article visualizations:

Hit counter

Author Biographies

  • J. Kioumourtzoglou, Democritus University of Thrace, School of Physical Education and Sport Sciences, Greece
    Kioumourtzoglou, J., MSc, in 3D animation, PhD student of School of Physical Education and Sport Sciences, Democritus University of Thrace, Greece.
  • E. Zetou, Democritus University of Thrace, School of Physical Education and Sport Sciences, Greece
    Zetou, E., Professor in Motor learning in Volleyball, School of Physical Education and Sport Sciences, Democritus University of Thrace, Greece.
  • M. Giannousi, Democritus University of Thrace, School of Physical Education and Sport Sciences, Greece
    Giannousi, M., PhD, Teaching Technology Applications in Physical Education, School of Physical Education and Sport Sciences, Democritus University of Thrace, Greece.
  • P. Antoniou, Democritus University of Thrace, School of Physical Education and Sport Sciences, Greece
    Antoniou, P., Professor in New Technologies in Physical Education and Sports, School of Physical Education and Sport Sciences, Democritus University of Thrace, Greece.
  • M. Michalopoulou, Democritus University of Thrace, School of Physical Education and Sport Sciences, Greece
    Michalopoulou, M., Professor in Acquisition of Skills in Physical Activity and Sports, School of Physical Education and Sport Sciences, Democritus University of Thrace, Greece.

References

Baker W., Hale T., Gifford B. R. (2004). From theory to implementation. The mediated learning approach to computer-mediated instruction, learning and assessment. http://www.educause.edu/pub/er/review/reviewArticles/32542.html

Bandura A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall

Bernard R. M., Abrami P. C., Borokhovski E., Wade A., Womey L., Wallet P. A., Fiset M., Huang B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), pp. 379–439.

Bosniadou S. (2006). Children, Schools and Computers Athens Gutenberg, pp. 31-56

Burton D. L. (1955). Comic Books: A Teacher's Analysis. The Elementary School Journal, Vol. 56, No2, pp. 73-75.

Clark J. M., Paivio A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210. https://doi.org/10.1007/BF01320076

Chittaro L., Ranon R. (2007). Web3D technologies in learning, education and training: Motivations, issues, opportunities. Computers & Education

Dalgarno, Barney Lee, Mark J. W. (2010). What are the learning affordances of 3-d virtual environments? British Journal of Educational Technology, V 41, No1, pp. 10-32 (23)

Drachuk S., Bohuslavska V., Pityn M., Furman Y., Kostiukevych V., Gavrylova N., Salnykova S., Didyk T. (2018). Energy supply capacity when using different exercise modes for young 17–19- year-old men. Journal of Physical Education and Sport, 18 (1), Art. 33, pp. 246-254. DOI:10.7752/jpes.2018.0103

Farrow M, Sims R. (1987). Computer-assisted learning in occupational therapy. Austr Occup Ther J., 34:53–58. [Google Scholar]

Furman Yu. M., Miroshnichenko V. M., Brezdeniuk O. Yu., Furman T. Yu. (2018). Estimation of aerobic and anaerobic productivity of an organism of youth aged 17-19 years old of Podilsk region. Pedagogics, psychology, medical-biological problems of physical training and sports, 22 (3), 136-141. DOI:10.15561/18189172.2018.0304

Giakoumatou T. (2003). New Technologies Meet the Greek School Association of Philologists of Aigialeia and Kalavrita "Dokei moi" Aigio, vol. 1.

www.e-yliko.gr/epimorf/fil/DOKEIMOI.pdf.

Goudas Μ., Papacharisis V. (1995). Laboratory of Exercise and Quality of Life, Department of Physical Education and Sports, University of Thessaly, Greece.

Hasebrook J. P. (1997). Wem nützt Multimedia – und warum? – Lebenslanges Lernen mit Multimedia Whom does multimedia support – and why? – Life-long learning with multimedia. Multi-Media-Mania. Refl exionen zu Aspekten neuer Medien, ed. R. Pfammatter, UVK Medien: Konstanz, pp. 101–124, 1997.

Hmelo-Silver C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review 16(3):235-266 DOI: 10.1023/B:EDPR.0000034022.16470.f3

Krause J. M., Franks H., Lynch B. (2017). Current technology trends and issues among health and physical education professionals. The Physical Educator, 74(1), 164-180

Li J. (2015). Students forget 95% of what they learn in high school after 3 days. Here's how to help them study. https://blog.mytuition.nz/high-school/students-forget-everything-heres-how-to-help-them-stud

Mc Auely E., Dancan T., Tammen V. V. (1989). Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: a confirmatory factor analysis. Research Quarterly Exercise and Sport, 60(1), 48-58. DOI: 10.1080/02701367.1989.10607413

McDonald R. P. (1985). Factor analysis and related methods. Hillsdale, NJ: Erlbaum

Russell T. L. (1999). The no significant difference phenomenon. North Carolina State University.

Rouse D. P. (2000). The effectiveness of computer-assisted instruction in teaching nursing students about congenital heart disease. Comput Nurs.18:282-287. [PubMed] [Google Scholar]

Stanojević Lj., Ranđelović, M. (2018). The effect of web-based classroom response system on students learning outcomes: results from programming course, Megatrend Review, 15 (2), 213-232.

Solomonidou, Ch. (2006). New trends in educational technology. Constructivism and modern learning environments. Athens: Metaichmio Publications

Sun, P.C., Tsai R. J., Finger G., Chen Y. Y., Yeh D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4):1183-1202.

Syropoulou A., Amprasi E., Karageorgopoulou M., & Giannousi M. (2018). Children’s attitudes towards immersive virtual reality exergames: Validity and reliability of a psychometric questionnaire. PANR Journal, 29 November. https://www.panr.com.cy/?p=1707.

Taylor, E. S. (2002). Health Psychology with Power Web McGraw-Hill Humanities /Social Sciences/Langua (January 1, 1774) ASIN: ‎ B01JXNIYKC

Tzetzis G., Lola, A. (2015). The Fitts and Posner Model (1967) (Chapter 3), Motor Learning and Development (p. 43). Zografou: Creative Commons

Vernadakis N., Zetou E., Avgerinos A., Giannousi M., Kioumourtzoglou E. (2006). The effects of multimedia computer-assisted instruction on middle school students’ volleyball performance. The engineering of sport 6, Volume 3: Developments for innovation, ed. E.F. Moritz & S. Haake, Springer-Verlag: New York, pp. 221–226.

Vernadakis N., Zetou E., Antoniou P., Kioumourtzoglou E. (2004). Comparison of three different instructional methods on teaching the skill of shooting in basketball. Journal of Human Movement Studies, 46, pp. 421–440.

Vernadakis N., Avgerinos A., Zetou E., Giannousi M., & Kioumourtzoglou Zetou (2002). The effectiveness of computer-assisted instruction on teaching the skill of setting in volleyball. Journal of Human Movement Studies, 43, pp. 151–164.

Vichitvejpaisal P, Sitthikongsak S, Preechakoon B, et al. (2001). Does computer-assisted instruction really help to improve the learning process? Med Educ, 35:983–989. [PubMed] [Google Scholar]

Xu, Lifeng (2016). Study on Multimedia Teaching and the Reform of College Physical Education: Evaluation of Teaching Effect International Journal of Security and Its Applications Vol. 10, No. 2 pp.255-266 http://dx.doi.org/10.14257/ijsia.2016.10.2.23

Downloads

Published

2022-01-26

Issue

Vol. 7 No. 6 (2022)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).