The impact of mobile learning using the (Visual Eyes) application on learning some ball skills in rhythmic gymnastics for second-year students
DOI:
https://doi.org/10.47197/retos.v81.119570Keywords:
M-learning, Visualeyes, rhythmic gymnasticsAbstract
Objective: This study aimed to identify the impact of mobile learning using the Visual Eyes application on learning certain ball skills in rhythmic gymnastics, and secondly, to identify the differences between the experimental group (using mobile learning with the Visual Eyes application) and the control group (using the instructor's method).
Research methodology: The experimental method was used with a two-group design (control and experimental) for the research sample, which consisted of 52 second-year female students from the College of Physical Education and Sports Sciences, selected purposively. Before implementing the mobile learning-based curriculum, the researchers ensured parity between the control and experimental groups in terms of their performance level of some basic ball skills in rhythmic gymnastics, in order to start from a common starting point. The curriculum consisted of 12 educational units, one unit per week, with units scheduled for holidays being made up to the following week.
Results: The results showed statistically significant differences favoring the post-test in all skills, with the p-value (Sig) reaching the 0.000 level, which is less than the significance level of 0.05 at 31 degrees of freedom. This is attributed to the improvement in the performance of the control group because of continued training and educational follow-up, which contributed to developing their skill performance level compared to the pre-test results.
Conclusions: The researchers concluded that the experimental group outperformed the control group in performing the skills under study after using artificial intelligence applications. The use of artificial intelligence applications positively affects skill learning in rhythmic gymnastics.
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