Design, development and evaluation of open interactive learning objects for secondary school physical education
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Design, development and evaluation of open interactive learning objects for secondary school physical education Marina Papastergiou 1
& Iakovos
Mastrogiannis 2
Received: 7 August 2020 / Accepted: 12 November 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract The aim of this study was twofold: (a) the design and development of a set of open, interactive, digital Learning Objects (LOs) for high school Physical Education (PE), and (b) the evaluation of the newly-created LOs by PE teachers, experienced both in teaching PE and in Information and Communication Technology (ICT), as to their quality and usefulness, before the dissemination of the use of the LOs in schools. The design and development framework, which was included in an innovative national project, is first presented, followed by descriptions of the 19 LOs that were produced, grouped in two categories (instructivist-oriented and constructivist-oriented LOs). Thirteen (13) of the LOs were subjected to external, summative evaluation by 19 qualified PE teachers, each of whom evaluated all 13 LOs through completing an online evaluation form for each. The form consisted of a standard LO evaluation instrument comprising 4 criteria of quality (interactivity, design, engagement, usability), and of an additional item assessing the usefulness of the LO in the teaching of PE. The LOs were found to be adequate in terms of interactivity, design, engagement, usability and usefulness, which corroborates their suitability for use in schools. Instructivist-oriented LOs and constructivist-oriented LOs were not found to differ significantly in terms of design and usability. However, the latter were found to be significantly more interactive, engaging, and useful in PE teaching than the former. The study provides useful guidance for the future design and development of LOs for PE. Keywords ICT . Learning object . Web-based . Open . Physical education . High school
* Marina Papastergiou [email protected] Iakovos Mastrogiannis [email protected] Extended author information available on the last page of the article
Education and Information Technologies
1 Introduction Over the last two decades, various definitions of Learning Objects (LOs) have appeared in the literature. Wiley (2000, p. 7) defined a LO as “any digital resource that can be reused to support learning”. Other authors (e.g. Ally 2004) have referred to LOs as digital resources that can be used to achieve specific learning outcomes. Kay and Knaack (2008, p. 575) further clarified the concept defining LOs as “interactive webbased tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners”. LOs have the following key characteristics. They are: focused on specific topic areas and concepts of the curriculum, reusable (i.e. can serve multiple education purposes across various educational contexts, such as different school grades), self-contained (i.e. can be used independently of other resources), small, easy to learn, ea
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