Uncovering the Role of Different Instructional Designs When Learning Tactical Scenes of Play through Dynamic Visualizations: A Systematic Review.
Identifieur interne : 000061 ( PubMed/Corpus ); précédent : 000060; suivant : 000062Uncovering the Role of Different Instructional Designs When Learning Tactical Scenes of Play through Dynamic Visualizations: A Systematic Review.
Auteurs : Ghazi Rekik ; Yosra Belkhir ; Mohamed Jarraya ; Mohamed Amine Bouzid ; Yung-Sheng Chen ; Cheng-Deng KuoSource :
- International journal of environmental research and public health [ 1660-4601 ] ; 2020.
English descriptors
- KwdEn :
- MESH :
- geographic : Australia.
- education : Football, Soccer.
- methods : Physical Education and Training.
- Audiovisual Aids, Female, Humans, Male, Students.
Abstract
Dynamic visualizations such as videos or animations have been developed to exchange information that transforms over time across a broad range of professional/academic contexts. However, such visual tools may impose substantial demands on the learner's cognitive resources that are very limited in current knowledge. Cognitive load theory has been used to improve learning from dynamic visualizations by providing different instructional designs to manage learner cognitive load. This paper reviews a series of experimental studies assessing the effects of certain instructional designs on learning of tactical scenes of play through dynamic visualizations. An electronic database search was performed on the Web of Science and PubMed/Medline databases from inception to July 2020 using a combination of relevant keywords. Manual searches were also made. The search was limited to English language. A total of 515 records were screened by two researchers using the Population/Intervention/Comparison/Outcome(s) (PICO) criteria. The quality and validity of the included studies were assessed using "QualSyst". Learning indicators in students and/or players (male and female) at any age category and competitive level were considered. Eleven studies met the inclusion criteria for this review, which focused on the effects of four instructional designs (i.e., using static visualizations, employing sequential presentation, applying segmentation, and decreasing presentation speed) on learning various game systems through dynamic visualizations. These studies indicate that (i) the effectiveness of all instructional designs depend upon the level of learners' expertise when learning soccer/Australian football scenes through animations/videos, (ii) the effectiveness of using static visualizations instead of animations/videos showing soccer/basketball scenes depend upon the type of the depicted knowledge (i.e., motor knowledge or descriptive knowledge) for novice learners, (iii) the effectiveness of employing static visualizations and decreasing presentation speed when learning soccer/basketball scenes from animations/videos depend upon the level of content complexity, for novice learners. The current review demonstrated important practical implications for both coaches and physical education teachers using either animations and/or videos to communicate game systems. Indeed, findings suggested that adapting instructional designs to the level of learners' expertise, type of depicted knowledge, and level of content complexity is a crucial part of effective tactical learning from dynamic visualizations.
DOI: 10.3390/ijerph18010256
PubMed: 33396511
PubMed Central: PMC7794790
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Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia.</nlm:affiliation></affiliation></author><author><name sortKey="Belkhir, Yosra" sort="Belkhir, Yosra" uniqKey="Belkhir Y" first="Yosra" last="Belkhir">Yosra Belkhir</name><affiliation><nlm:affiliation>Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia.</nlm:affiliation></affiliation><affiliation><nlm:affiliation>Al-Udhailiyah Primary School for Girls, Al-Farwaniyah 085700, Kuwait.</nlm:affiliation></affiliation><affiliation><nlm:affiliation>High Institute of Sport and Physical Education, Manouba University, Manouba 2010, Tunisia.</nlm:affiliation></affiliation></author><author><name sortKey="Jarraya, Mohamed" sort="Jarraya, Mohamed" uniqKey="Jarraya M" first="Mohamed" last="Jarraya">Mohamed Jarraya</name><affiliation><nlm:affiliation>Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia.</nlm:affiliation></affiliation><affiliation><nlm:affiliation>High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia.</nlm:affiliation></affiliation></author><author><name sortKey="Bouzid, Mohamed Amine" sort="Bouzid, Mohamed Amine" uniqKey="Bouzid M" first="Mohamed Amine" last="Bouzid">Mohamed Amine Bouzid</name><affiliation><nlm:affiliation>Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia.</nlm:affiliation></affiliation><affiliation><nlm:affiliation>High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia.</nlm:affiliation></affiliation></author><author><name sortKey="Chen, Yung Sheng" sort="Chen, Yung Sheng" uniqKey="Chen Y" first="Yung-Sheng" last="Chen">Yung-Sheng Chen</name><affiliation><nlm:affiliation>Department of Exercise and Health Sciences, University of Taipei, Taipei 111, Taiwan.</nlm:affiliation></affiliation><affiliation><nlm:affiliation>Exercise and Health Promotion Association, New Taipei City 241, Taiwan.</nlm:affiliation></affiliation></author><author><name sortKey="Kuo, Cheng Deng" sort="Kuo, Cheng Deng" uniqKey="Kuo C" first="Cheng-Deng" last="Kuo">Cheng-Deng Kuo</name><affiliation><nlm:affiliation>Department of Medical Research, Taipei Veterans General Hospital, Taipei 112, Taiwan.</nlm:affiliation></affiliation><affiliation><nlm:affiliation>Department of Internal Medicine, Taian Hospital, Taipei 104, Taiwan.</nlm:affiliation></affiliation><affiliation><nlm:affiliation>Tanyu Research Laboratory, Taipei 112, Taiwan.</nlm:affiliation></affiliation></author></analytic><series><title level="j">International journal of environmental research and public health</title><idno type="eISSN">1660-4601</idno><imprint><date when="2020" type="published">2020</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Audiovisual Aids (MeSH)</term><term>Australia (MeSH)</term><term>Female (MeSH)</term><term>Football (education)</term><term>Humans (MeSH)</term><term>Male (MeSH)</term><term>Physical Education and Training (methods)</term><term>Soccer (education)</term><term>Students (MeSH)</term></keywords><keywords scheme="MESH" type="geographic" xml:lang="en"><term>Australia</term></keywords><keywords scheme="MESH" qualifier="education" xml:lang="en"><term>Football</term><term>Soccer</term></keywords><keywords scheme="MESH" qualifier="methods" xml:lang="en"><term>Physical Education and Training</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Audiovisual Aids</term><term>Female</term><term>Humans</term><term>Male</term><term>Students</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Dynamic visualizations such as videos or animations have been developed to exchange information that transforms over time across a broad range of professional/academic contexts. However, such visual tools may impose substantial demands on the learner's cognitive resources that are very limited in current knowledge. Cognitive load theory has been used to improve learning from dynamic visualizations by providing different instructional designs to manage learner cognitive load. This paper reviews a series of experimental studies assessing the effects of certain instructional designs on learning of tactical scenes of play through dynamic visualizations. An electronic database search was performed on the Web of Science and PubMed/Medline databases from inception to July 2020 using a combination of relevant keywords. Manual searches were also made. The search was limited to English language. A total of 515 records were screened by two researchers using the Population/Intervention/Comparison/Outcome(s) (PICO) criteria. The quality and validity of the included studies were assessed using "QualSyst". Learning indicators in students and/or players (male and female) at any age category and competitive level were considered. Eleven studies met the inclusion criteria for this review, which focused on the effects of four instructional designs (i.e., using static visualizations, employing sequential presentation, applying segmentation, and decreasing presentation speed) on learning various game systems through dynamic visualizations. These studies indicate that (i) the effectiveness of all instructional designs depend upon the level of learners' expertise when learning soccer/Australian football scenes through animations/videos, (ii) the effectiveness of using static visualizations instead of animations/videos showing soccer/basketball scenes depend upon the type of the depicted knowledge (i.e., motor knowledge or descriptive knowledge) for novice learners, (iii) the effectiveness of employing static visualizations and decreasing presentation speed when learning soccer/basketball scenes from animations/videos depend upon the level of content complexity, for novice learners. The current review demonstrated important practical implications for both coaches and physical education teachers using either animations and/or videos to communicate game systems. Indeed, findings suggested that adapting instructional designs to the level of learners' expertise, type of depicted knowledge, and level of content complexity is a crucial part of effective tactical learning from dynamic visualizations.</div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" IndexingMethod="Curated" Owner="NLM"><PMID Version="1">33396511</PMID><DateCompleted><Year>2021</Year><Month>02</Month><Day>22</Day></DateCompleted><DateRevised><Year>2021</Year><Month>02</Month><Day>22</Day></DateRevised><Article PubModel="Electronic"><Journal><ISSN IssnType="Electronic">1660-4601</ISSN><JournalIssue CitedMedium="Internet"><Volume>18</Volume><Issue>1</Issue><PubDate><Year>2020</Year><Month>12</Month><Day>31</Day></PubDate></JournalIssue><Title>International journal of environmental research and public health</Title><ISOAbbreviation>Int J Environ Res Public Health</ISOAbbreviation></Journal><ArticleTitle>Uncovering the Role of Different Instructional Designs When Learning Tactical Scenes of Play through Dynamic Visualizations: A Systematic Review.</ArticleTitle><ELocationID EIdType="pii" ValidYN="Y">E256</ELocationID><ELocationID EIdType="doi" ValidYN="Y">10.3390/ijerph18010256</ELocationID><Abstract><AbstractText>Dynamic visualizations such as videos or animations have been developed to exchange information that transforms over time across a broad range of professional/academic contexts. However, such visual tools may impose substantial demands on the learner's cognitive resources that are very limited in current knowledge. Cognitive load theory has been used to improve learning from dynamic visualizations by providing different instructional designs to manage learner cognitive load. This paper reviews a series of experimental studies assessing the effects of certain instructional designs on learning of tactical scenes of play through dynamic visualizations. An electronic database search was performed on the Web of Science and PubMed/Medline databases from inception to July 2020 using a combination of relevant keywords. Manual searches were also made. The search was limited to English language. A total of 515 records were screened by two researchers using the Population/Intervention/Comparison/Outcome(s) (PICO) criteria. The quality and validity of the included studies were assessed using "QualSyst". Learning indicators in students and/or players (male and female) at any age category and competitive level were considered. Eleven studies met the inclusion criteria for this review, which focused on the effects of four instructional designs (i.e., using static visualizations, employing sequential presentation, applying segmentation, and decreasing presentation speed) on learning various game systems through dynamic visualizations. These studies indicate that (i) the effectiveness of all instructional designs depend upon the level of learners' expertise when learning soccer/Australian football scenes through animations/videos, (ii) the effectiveness of using static visualizations instead of animations/videos showing soccer/basketball scenes depend upon the type of the depicted knowledge (i.e., motor knowledge or descriptive knowledge) for novice learners, (iii) the effectiveness of employing static visualizations and decreasing presentation speed when learning soccer/basketball scenes from animations/videos depend upon the level of content complexity, for novice learners. The current review demonstrated important practical implications for both coaches and physical education teachers using either animations and/or videos to communicate game systems. Indeed, findings suggested that adapting instructional designs to the level of learners' expertise, type of depicted knowledge, and level of content complexity is a crucial part of effective tactical learning from dynamic visualizations.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Rekik</LastName><ForeName>Ghazi</ForeName><Initials>G</Initials><Identifier Source="ORCID">0000-0003-2293-048X</Identifier><AffiliationInfo><Affiliation>Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Belkhir</LastName><ForeName>Yosra</ForeName><Initials>Y</Initials><Identifier Source="ORCID">0000-0002-7043-1004</Identifier><AffiliationInfo><Affiliation>Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Al-Udhailiyah Primary School for Girls, Al-Farwaniyah 085700, Kuwait.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>High Institute of Sport and Physical Education, Manouba University, Manouba 2010, Tunisia.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Jarraya</LastName><ForeName>Mohamed</ForeName><Initials>M</Initials><AffiliationInfo><Affiliation>Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Bouzid</LastName><ForeName>Mohamed Amine</ForeName><Initials>MA</Initials><AffiliationInfo><Affiliation>Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Chen</LastName><ForeName>Yung-Sheng</ForeName><Initials>YS</Initials><Identifier Source="ORCID">0000-0002-1013-3822</Identifier><AffiliationInfo><Affiliation>Department of Exercise and Health Sciences, University of Taipei, Taipei 111, Taiwan.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Exercise and Health Promotion Association, New Taipei City 241, Taiwan.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Kuo</LastName><ForeName>Cheng-Deng</ForeName><Initials>CD</Initials><Identifier Source="ORCID">0000-0002-3989-1950</Identifier><AffiliationInfo><Affiliation>Department of Medical Research, Taipei Veterans General Hospital, Taipei 112, Taiwan.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Department of Internal Medicine, Taian Hospital, Taipei 104, Taiwan.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Tanyu Research Laboratory, Taipei 112, Taiwan.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType><PublicationType UI="D013485">Research Support, Non-U.S. Gov't</PublicationType><PublicationType UI="D000078182">Systematic Review</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2020</Year><Month>12</Month><Day>31</Day></ArticleDate></Article><MedlineJournalInfo><Country>Switzerland</Country><MedlineTA>Int J Environ Res Public Health</MedlineTA><NlmUniqueID>101238455</NlmUniqueID><ISSNLinking>1660-4601</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><MeshHeadingList><MeshHeading><DescriptorName UI="D001296" MajorTopicYN="Y">Audiovisual Aids</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D001315" MajorTopicYN="N" Type="Geographic">Australia</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D005260" MajorTopicYN="N">Female</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D005538" MajorTopicYN="N">Football</DescriptorName><QualifierName UI="Q000193" MajorTopicYN="Y">education</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D006801" MajorTopicYN="N">Humans</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D008297" MajorTopicYN="N">Male</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D010806" MajorTopicYN="N">Physical Education and Training</DescriptorName><QualifierName UI="Q000379" MajorTopicYN="Y">methods</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D012916" MajorTopicYN="N">Soccer</DescriptorName><QualifierName UI="Q000193" MajorTopicYN="Y">education</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D013334" MajorTopicYN="N">Students</DescriptorName></MeshHeading></MeshHeadingList><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="Y">cognitive load theory</Keyword><Keyword MajorTopicYN="Y">dynamic visualizations</Keyword><Keyword MajorTopicYN="Y">instructional designs</Keyword><Keyword MajorTopicYN="Y">learning</Keyword><Keyword MajorTopicYN="Y">team sports</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2020</Year><Month>11</Month><Day>25</Day></PubMedPubDate><PubMedPubDate PubStatus="revised"><Year>2020</Year><Month>12</Month><Day>23</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2020</Year><Month>12</Month><Day>28</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2021</Year><Month>1</Month><Day>5</Day><Hour>1</Hour><Minute>14</Minute></PubMedPubDate><PubMedPubDate 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