Using video modelling to teach motor knowledge in a physical education context: A morning-afternoon differences investigation-Reference-Cited by-同舟云学术

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Using video modelling to teach motor knowledge in a physical education context: A morning-afternoon differences investigation

Published:2024-08-07 Issue: Volume: Page:
ISSN:1360-2357
Container-title:Education and Information Technologies
language:en
Short-container-title:Educ Inf Technol

Author:

Rekik Ghazi^ORCID,Belkhir Yosra,Jouira Ghada,Jarraya Mohamed,Kuo Cheng-Deng,Chen Yung-Sheng

Publisher

Springer Science and Business Media LLC

Link

https://link.springer.com/content/pdf/10.1007/s10639-024-12902-w.pdf

Reference79 articles.

1. Atkinson, R. K., Renkl, A., & Merrill, M. M. (2003). Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps. Journal of Educational Psychology, 95(4), 774. https://doi.org/10.1037/0022-0663.95.4.774

2. Ayres, P., & Paas, F. (2007). Making instructional animations more effective: A cognitive load approach. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 21(6), 695–700. https://doi.org/10.1002/acp.1343

3. Baddeley, A., Hatter, J., Scott, D., & Snashall, A. (1970). Memory and time of day. The Quarterly Journal of Experimental Psychology, 22(4), 605–609. https://doi.org/10.1080/14640747008401939

4. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. https://doi.org/10.1037/0033-295X.84.2.191

5. Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Prentice Hall.

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