Education and Information Technologies ( IF 3.666 ) Pub Date : 2020-07-30 , DOI: 10.1007/s10639-020-10289-y Marina Papastergiou , Petros Natsis , Nikolaos Vernadakis , Panagiotis Antoniou
The aim of this study was to assess the impact of the integration of tablets and a mobile application for fitness development into a PE lesson in primary education, in schools that did not apply a ‘one tablet per child’ policy, on students’ intrinsic motivation for the PE lesson. Four 5th grade and four 6th grade classes (145 students aged 10–12 years) were assigned either to an experimental or a control group. The experimental group used 4 tablets and an age-appropriate, kid-friendly fitness app, whereas the control group did the same fitness program without technology. Students’ intrinsic motivation for the PE lesson attended was assessed in both cases through anonymous questionnaires. The experimental group students reported a higher level of interest and enjoyment than the control group students, although students’ perceived effort, perceived competence and feeling of pressure did not differ significantly between the two groups. The experimental lesson proved to be equally motivational for both boys and girls, and for both 5th and 6th graders. In the experimental lesson, the students particularly appreciated the usefulness of the activity for their body, certain features of the app used and that they trained in subgroups, whereas the PE teachers were freed from the duty of repeatedly demonstrating exercises and had more time to provide individualized feedback to students.
中文翻译:
将平板电脑和移动健身应用程序引入小学体育
这项研究的目的是评估在未实施“每名儿童一个平板电脑”政策的学校中,将平板电脑和移动应用程序进行健身发展的整合应用到小学体育课中对学生内在动机的影响参加体育课。将四个五年级和四个六年级班级(145名年龄在10至12岁的学生)分配到实验组或对照组。实验组使用了4片平板电脑和适合年龄的,对儿童友好的健身应用程序,而对照组没有技术就执行了相同的健身程序。在这两种情况下,都通过匿名调查表评估了学生参加体育课的内在动机。实验组的学生比对照组的学生报告了更高的兴趣和娱乐程度,尽管学生的感知努力,两组之间的感知能力和压力感没有显着差异。实验课对男孩和女孩,以及五年级和六年级的学生都同样具有激励作用。在实验课中,学生特别赞赏该活动对他们的身体的有用性,所使用应用程序的某些功能以及他们在小组中进行的训练,而体育老师则免于重复演示锻炼的责任,并有更多的时间提供对学生的个性化反馈。