Multimedia blogging in physical education: Effects on student knowledge and ICT self-efficacy

Authors:
Marina Papastergiou;Vassilis Gerodimos;Panagiotis Antoniou
Affiliations:
University of Thessaly, Department of Physical Education & Sport Science, Karyes, 42100 Trikala, Greece;University of Thessaly, Department of Physical Education & Sport Science, Karyes, 42100 Trikala, Greece;Democritus University of Thrace, Department of Physical Education & Sport Science, University Campus, 69100 Komotini, Greece
Venue:
Computers & Education
Year:
2011

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Abstract

The main idea behind this study was to explore the educational potential of multimedia blogging for academic disciplines such as Physical Education (PE) that are not heavily based on written discourse and where multiple representations are important in learning. A class blog was utilized as a means for PE students to reflect on and showcase their performances of four specific basketball skills, through creating multimedia posts on these skills and receiving comments from their instructors, peers and an external expert. The effectiveness of multimedia blogging was evaluated, in terms of the acquisition of knowledge of the specific basketball skills and the self-efficacy in Information and Communication Technologies (ICT), as compared to that of an equivalent multimedia website which lacked the blogging component. Students' responses to the blogging activity were also investigated. The sample were 70 undergraduate PE students who were assigned to two groups, one of which used the class blog (Group A, N = 35) and the other one the website (Group B, N = 35), both for 11 weeks. The study followed a pretest/posttest experimental design, taking before and after measurements of each group through written questionnaires. Participation in the blogging activity did have a positive impact on students' ICT self-efficacy, given that Group A students exhibited significant gains in Internet self-efficacy as well as in multimedia processing and blogging self-efficacy, whereas those of Group B did not. Students' responses to the blogging activity were also positive. However, within both groups no significant increase was found in students' knowledge of the basketball skills. The implications of the findings for higher education and future research are discussed.