Scholarlink

<p>Advancing the integration of blended learning within genuine physical education (PE) settings, this research explores the effects of an innovative Gamified Blended Learning model on the learning experiences of secondary school students in gymnastics. This study presents data from 127 students, aged 17.42 ± 0.80 years, divided quasi-experimentally between 67 in the Gamified Blended Learning classroom (GBL) group and 60 in the traditional approach (TA) group. Data were collected before and after a six-week intervention, assessing motor learning through gymnastics floor routines, knowledge retention in gymnastics via a custom-designed written test, and both autonomous (AMI) and controlled motivation indexes (CMI) through the “Situational Motivation Scale” (SIMS). During the intervention, Results showed that the GBL group significantly outperformed the TA group in motor learning (ΔGBL = 6.53 ± 1.61 vs. ΔTA = 4.98 ± 1.46) and knowledge retention (ΔGBL = 3.88 ± 2.55 vs. ΔTA = 1.31 ± 3.23), with <i>p</i> &lt; 0.001. The GBL group also exhibited a significant increase in AMI (z = 6.94; <i>p</i> &lt; 0.001) and a decrease in CMI (z = 4.12; <i>p</i> &lt; 0.001), opposite to the TA group. This research underscores the efficacy of the suggested GBL model in boosting motor, cognitive, and affective outcomes for secondary school students within genuine PE settings.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Integrating gamified blended learning in gymnastics: effects on motor skill development, knowledge retention, and motivation in physical education settings

  • 期刊论文

  • 发表日期：

    2025年9月2日

查看全文
  • Ahmed Ghorbel,
  • Amir Romdhani,
  • Mohamed Yaakoubi,
  • Omar Trabelsi,
  • Mohamed Abdelkader Souissi,
  • Mohamed Moncef Kammoun,
  • Liwa Masmoudi,
  • Adnene Gharbi

摘要

Advancing the integration of blended learning within genuine physical education (PE) settings, this research explores the effects of an innovative Gamified Blended Learning model on the learning experiences of secondary school students in gymnastics. This study presents data from 127 students, aged 17.42 ± 0.80 years, divided quasi-experimentally between 67 in the Gamified Blended Learning classroom (GBL) group and 60 in the traditional approach (TA) group. Data were collected before and after a six-week intervention, assessing motor learning through gymnastics floor routines, knowledge retention in gymnastics via a custom-designed written test, and both autonomous (AMI) and controlled motivation indexes (CMI) through the “Situational Motivation Scale” (SIMS). During the intervention, Results showed that the GBL group significantly outperformed the TA group in motor learning (ΔGBL = 6.53 ± 1.61 vs. ΔTA = 4.98 ± 1.46) and knowledge retention (ΔGBL = 3.88 ± 2.55 vs. ΔTA = 1.31 ± 3.23), with p < 0.001. The GBL group also exhibited a significant increase in AMI (z = 6.94; p < 0.001) and a decrease in CMI (z = 4.12; p < 0.001), opposite to the TA group. This research underscores the efficacy of the suggested GBL model in boosting motor, cognitive, and affective outcomes for secondary school students within genuine PE settings.