为体育教育专业学生的体育技能发展创造互动学习环境

IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Education and Information Technologies Pub Date : 2023-12-07 DOI:10.1007/s10639-023-12280-9
Qing Song
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引用次数: 0

摘要

互动学习环境能提高学生的成绩水平和促进其他学生学习的能力、沟通技巧和与他人互动的能力以及学生的行为。互动学习环境让学生意识到技术的教育潜力。本研究旨在为体育教育专业学生开发互动学习环境,以及互动学习环境与传统学习环境之间的差异。研究人员采用定性和定量的方法,从 324 名中国学生中收集了有关这两种教育影响的数据。研究发现,互动学习技能可以提高运动员的能力,从而提高整体表现,建立高超的运动技能。研究发现,可持续教育技术可用于支持和加强大规模的创造性和协作性体育教育,为运动员提供具有互动学习环境的技术指导。研究认为,互动学习环境能创造舒适的学习环境,集中学生的注意力,提高学生的学习效率。
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Interactive learning environment for the sporting skills development of physical education students

Interactive learning environments improve students’ achievement level and ability to contribute to the learning of other students, communication skills and ability to interact with others, and behavior of students. Interactive learning environments aware students of the educational potential of technology. The current study aims to develop an interactive learning environment for physical education students and the differences between an interactive learning environment and a traditional learning environment. The researcher collects data from 324 Chinese students about the impact of these two types of education by using qualitative and quantitative methods. The study identifies interactive learning skills that improve the ability of sportsmen to enhance overall performance and establish high sporting skills. The study found that sustainable education technologies can be used to support and enhance large-scale creative and collaborative physical education by providing technology instruction to athletes with an interactive learning environment. The study suggests that an interactive learning environment creates a comfortable learning environment that focuses students’ attention and enhances students in learning.

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来源期刊
Education and Information Technologies
Education and Information Technologies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.70%
发文量
610
期刊介绍: The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments. The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts.  The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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