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Uncovering the Role of Different Instructional Designs When Learning Tactical Scenes of Play through Dynamic Visualizations: A Systematic Review

Author

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  • Ghazi Rekik

    (Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia)

  • Yosra Belkhir

    (Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia
    Al-Udhailiyah Primary School for Girls, Al-Farwaniyah 085700, Kuwait
    High Institute of Sport and Physical Education, Manouba University, Manouba 2010, Tunisia)

  • Mohamed Jarraya

    (Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia
    High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia)

  • Mohamed Amine Bouzid

    (Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia
    High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia)

  • Yung-Sheng Chen

    (Department of Exercise and Health Sciences, University of Taipei, Taipei 111, Taiwan
    Exercise and Health Promotion Association, New Taipei City 241, Taiwan)

  • Cheng-Deng Kuo

    (Department of Medical Research, Taipei Veterans General Hospital, Taipei 112, Taiwan
    Department of Internal Medicine, Taian Hospital, Taipei 104, Taiwan
    Tanyu Research Laboratory, Taipei 112, Taiwan)

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.

Suggested Citation

  • Ghazi Rekik & Yosra Belkhir & Mohamed Jarraya & Mohamed Amine Bouzid & Yung-Sheng Chen & Cheng-Deng Kuo, 2020. "Uncovering the Role of Different Instructional Designs When Learning Tactical Scenes of Play through Dynamic Visualizations: A Systematic Review," IJERPH, MDPI, vol. 18(1), pages 1-19, December.
  • Handle: RePEc:gam:jijerp:v:18:y:2020:i:1:p:256-:d:473378
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    References listed on IDEAS

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    1. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    2. David P Broadbent & Paul R Ford & Dominic A O’Hara & A Mark Williams & Joe Causer, 2017. "The effect of a sequential structure of practice for the training of perceptual-cognitive skills in tennis," PLOS ONE, Public Library of Science, vol. 12(3), pages 1-14, March.
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