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The Effects of Facebook Live-Stream Teaching on Improving Students' Dance Skills: Impacts on Performance, Learning Motivation, and Physical Activity Class Satisfaction

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  • Chien-Chih Wu

    (Department of Physical Education, Tunghai University, Taichung, Taiwan)

  • *Hsiao-Wen Chao

    (Office of Physical Education, Tamkang University, Taipei, Taiwan)

  • Chia-Wen Tsai

    (Department of Information Management, Ming Chuan University, Taipei, Taiwan)

Abstract

The purpose of this study is to enhance the effect of dance skill learning, learning motivation, and physical activity class satisfaction. Moreover, the outcome of these quasi-experiments illustrate the effects of Facebook Live-stream teaching, co-regulated learning (CRL), and experience-based learning (ExBL) on improving students' learning performance. The experimental design in this study was a 2 (CRL vs. non-CRL) × 2 (ExBL vs. non-ExBL) factorial pretest/post-test design. Four classes of a course titled ‘Physical Education: Dance' at university level were chosen for this study in one semester. According to the analysis of results, conclusions of this study are that students who receive ExBL have significantly higher physical activity class satisfaction than students who do not receive ExBL. In addition, in the case of ExBL teaching, the concurrent implementation of CRL can improve students' dance skill learning more than ExBL alone.

Suggested Citation

  • Chien-Chih Wu & *Hsiao-Wen Chao & Chia-Wen Tsai, 2021. "The Effects of Facebook Live-Stream Teaching on Improving Students' Dance Skills: Impacts on Performance, Learning Motivation, and Physical Activity Class Satisfaction," International Journal of Mobile and Blended Learning (IJMBL), IGI Global, vol. 13(4), pages 1-18, October.
    • Handle: RePEc:igg:jmbl00:v:13:y:2021:i:4:p:1-18
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    References listed on IDEAS

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    1. M Paula Cacault & Christian Hildebrand & Jérémy Laurent-Lucchetti & Michele Pellizzari, 2021. "Distance Learning in Higher Education: Evidence from a Randomized Experiment [A Randomized Assessment of Online Learning]," Journal of the European Economic Association, European Economic Association, vol. 19(4), pages 2322-2372.
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