La satisfacción del alumnado hacia la utilización de los códigos QR para el aprendizaje de la danza en Educación Física

María Fernández-Rivas; María Espada; Rosa de las Heras Fernández

doi:10.18172/con.5366

Authors

María Fernández-Rivas Universidad Pontificia de Comillas https://orcid.org/0000-0002-3154-1606
María Espada Universidad Rey Juan Carlos https://orcid.org/0000-0002-3815-1037
Rosa de las Heras Fernández Universidad Internacional de La Rioja https://orcid.org/0000-0001-5221-1086

DOI:

https://doi.org/10.18172/con.5366

Keywords:

Satisfaction, learning, dance, Higher Education

Abstract

Information and communication technologies (ICT) are present in education. There are different ways of classifying the different tools. QR codes allow to connect real objects with any additional web content. Through these codes, movements and dances can be visualized. Thus, they have been applied in Physical Education classes, being scarce the studies of their application for dance and corporal expression activities. That is why this work aims to analyze the fun and enjoyment of students towards the use of QR codes for dance learning. The study was carried out with a sample of 30 vocational training in Physical Education students with a quasi-experimental design, using a pretest and a post-test. The conclusions determine that fun and enjoyment in Physical Education classes increased when students used the QR codes to learn the dances without observing statistically significant differences. As future lines of research, it would be interesting to extend the intervention with a larger number of sessions.

Downloads

Download data is not yet available.

References

Artal-Sevil, J. S, Romero, E. y Artacho, J. M. (5 -7 de marzo de 2018). QR-codes as a learning tool in advanced degrees. 12th International Technology, Education and Development Conference (INTED), Valencia, España. DOI: https://doi.org/10.21125/inted.2018.1841

Ayala-Jimenez, J. D., Escaravajal-Rodriguez, J. C., Otalora-Murcia, F. J., Ma Ruiz-Fernández, Z. y Nicolas-Lopez, J. (2017). Orienteering race with QR codes in Physical Education. Espiral-cuadernos del profesorado, 10(21), 132-139. DOI: https://doi.org/10.25115/ecp.v10i21.1037

Basterra, J. y Menescardi, C. (2020). Propuesta de innovación interdisciplinar de contenidos de física en las clases de educación física mediante aplicaciones móviles. RETOS: Nuevas tendencias en educación física, deporte y recreación, 38, 255-261. https://doi.org/10.47197/retos.v38i38.73794 DOI: https://doi.org/10.47197/retos.v38i38.73794

Battista, R. D., Robazza, C., Ruiz, M. C., Bertollo, M., Vitali, F., y Bortoli, L. (2018). Student intention to engage in leisure-time physical activity: The interplay of task-involving climate, competence need satisfaction and psychobiosocial states in physical education. European Physical Education Review, 25(3), 761-777. https://doi.org/10.1177/1356336X18770665 DOI: https://doi.org/10.1177/1356336X18770665

Beck, C. (2017). Informal action research: The nature and contribution of everyday classroom inquiry. En The Palgrave international handbook of action research (pp. 37-48). Palgrave Macmillan. DOI: https://doi.org/10.1057/978-1-137-40523-4_3

Botella Nicolás, A. M. y Ramos Ramos, P. (2019). Investigación-acción y aprendizaje basado en proyectos. Una revisión bibliográfica. Perfiles educativos, 41(163), 127-141. DOI: https://doi.org/10.22201/iisue.24486167e.2019.163.58923

Castro, G., Dominguez, E., Velazquez, Y., Matla, M., Toledo, C. y Hernan-dez, S. (2016). MobiLearn: Context-Aware Mobile Learning Sys-tem. IEEE Latin America Transactions, 14(2), 958-964. DOI: https://doi.org/10.1109/TLA.2016.7437246

Chan, J. C., Leung, H., Tang, J. K. y Komura, T. (2010). A virtual reality dance training system using motion capture technology. IEEE transactions on learning technologies, 4(2), 187-195. https://doi.org/10.1109/TLT.2010.27 DOI: https://doi.org/10.1109/TLT.2010.27

Collins, O. (2011). The use of ICT in teaching and learning of physical education. Continental Journal of Education Research. 4(2), 29-32.

Deci, E. L. y Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268. DOI: https://doi.org/10.1207/S15327965PLI1104_01

Deci, E. L. y Ryan, R. M. (2014). Autonomy and need satisfaction in close relationships: Relationships motivation theory. En Human motivation and interpersonal relationships (pp. 53-73). Springer. DOI: https://doi.org/10.1007/978-94-017-8542-6_3

De las Heras-Fernández, R. y Cisneros, P. (2021). La tecnología y la educación en danza: una revisión bibliográfica en WOS (2011-2021). Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento, Eticanet 21(1) 193-213. http://doi.org/10.30827/eticanet.v21i1.18424 DOI: https://doi.org/10.30827/eticanet.v21i1.18424

De las Heras-Fernández, R. (2022). Música, movimiento y Danza. La expresión corporal en el aula. Inde.

Dressler, V. A. y Kan, K. H. (2018). Mediating museum display and technology: A case study of an international exhibition incorporating QR codes. Journal of Museum Education, 43(2), 159-170. https://doi.org/10.1080/10598650.2018.1459081 DOI: https://doi.org/10.1080/10598650.2018.1459081

Escaravajal-Rodríguez, J. C. (2018). Los códigos QR en Educación Física: carrera de orientación. Pensar en Movimiento: Revista de Ciencias del Ejercicio y la Salud, 16(1), 1-14. DOI: https://doi.org/10.15517/pensarmov.v16i1.30141

Fernández-Gavira, J., Espada-Goya, P., Alcaraz-Rodríguez, V. y Moscoso-Sánchez, D. (2021). Design of Educational Tools Based on Traditional Games for the Improvement of Social and Personal Skills of Primary School Students with Hearing Impairment. Sustainability, 13(22), 12644. https://doi.org/10.20944/preprints202111. 0048.v1 DOI: https://doi.org/10.3390/su132212644

García, I. D, Anguita, J. M., De las Heras-Fernandez, R. y Calderón-Garrido, D. (2021). Digital competence and the use of tecnológical resources by teacher in music conservatories and schools of music. Hodie, 21, 1-23. https://doi.org/10.5216/mh.v21.69145 DOI: https://doi.org/10.5216/mh.v21.69145

Imhoff, D. y Brussino, S. (2019). Effect of political socialization on children: quasi-experimental study with Argentinian children/Efecto de la socialización política en población infantil: estudio cuasi-experimental con niños/as argentinos/as. Infancia y Aprendizaje, 42(1), 179-243. DOI: https://doi.org/10.1080/02103702.2018.1555203

Kim, C. y Pekrun, R. (2014). Emotions and motivation in learning and performance. En Handbook of research on educational communications and technology (pp. 65-75). Springer. DOI: https://doi.org/10.1007/978-1-4614-3185-5_6

Laher, S. y Kramer, S. (2019). Transforming research methods in the social sciences: Case studies from South Africa. Wits University Press. DOI: https://doi.org/10.18772/22019032750

Lubans, D. R., Smith, J. J., Skinner, G. y Morgan, P. J. (2014). Development and implementation of a smartphone application to promote physical activity and reduce screentime in adolescent boys. Frontiers in Public Health, 2. https://doi.org/10.3389/fpubh.2014.00 DOI: https://doi.org/10.3389/fpubh.2014.00042

Montero, I. y León, O. G. (2007). A guide for naming research studies in Psychology. International Journal of clinical and Health psychology, 7(3), 847-862.

Monedero, C. R. y Villalobos, G. (2018). Estrategias de formación para las ciencias de la comunicación: una experiencia a través del mobile learning y la realidad aumentada. Ediciones Egregius.

Muñoz, V., Gomez-López, M. y Granero-Gallegos, A. (2019). Relación entre la satisfacción con las clases de Educación Física, su importancia y utilidad y la intención de practica del alumnado de Educación Secundaria Obligatoria. Revista Complutense de Educación, 30(2), 479-492. https://doi.org/10.5209/RCED.57678 DOI: https://doi.org/10.5209/RCED.57678

Navarro F., Martínez, A. y Martínez, J. M. (2018). Realidad virtual y realidad aumentada. Desarrollo de aplicaciones. RA-MA.

Raheb, K. E., Stergiou, M., Katifori, A. y Ioannidis, Y. (2019). Dance interactive learning systems: A study on interaction workflow and teaching approaches. ACM Computing Surveys (CSUR), 52(3), 1-37. https://doi.org/10.1145/3323335 DOI: https://doi.org/10.1145/3323335

Sánchez, M. y Espada, M. (2018). Evaluación de un programa de intervención basado en el uso de las TIC para mejorar la satisfacción del alumnado hacia la Educación Física. Revista Fuentes, 19(1), 77-86. https://doi.org/10.12795/revistafuentes.2018.v20.i1.05 DOI: https://doi.org/10.12795/revistafuentes.2018.v20.i1.05

Sicilia, Á., Ferriz, R., Trigueros, R. y González-Cutre, D. (2014). Adaptación y validación española del Physical Activity Class Satisfaction Questionnaire (PACSQ). Universitas Psychologica, 13(4), 1321-1332. https://doi.org/10.5209/RCED.57678 DOI: https://doi.org/10.11144/Javeriana.UPSY13-4.ayve

Siedentop, D. y Tannehill, D. (2000). Developing teaching skills in physical education (4th ed.). Mountain View, CA, Mayfield.

Sung, Y., Chang, K. y Liu, T. (2016). The effects of integrating mobile de- vices with teaching and learning on students' learning perfor-mance: A meta-analysis and research synthesis. Computers and Education, 94, 252-275. DOI: https://doi.org/10.1016/j.compedu.2015.11.008

Sung-Woo, J. (2019). For Learning Materials for Challenge Activity Elementary School. The Korean Journal of Elementary Physical Education, 25(2), 1-17. http://doi.org/10.26844/ksepe.2019.25.2.1 DOI: https://doi.org/10.26844/ksepe.2019.25.2.1

Tong, H. L., Coiera, E., Tong, W., Wang, Y., Quiroz, J. C., Martin, P. y Laranjo, L. (2019). Efficacy of a mobile social networking intervention in promoting physical activity: quasi-experimental study. JMIR Mhealth Uhealth, 7(3), 1-15. https://doi.org/10.2196/12181 DOI: https://doi.org/10.2196/12181

Trigueros-Ramos, R., Navarro-Gómez, N., Aguilar-Parra, J. M. y León-Estrada, I. (2019). Influencia del docente de Educación Física sobre la confianza, diversión, la motivación y la intención de ser físicamente activo en la adolescencia. Cuadernos de Psicología del Deporte, 19(1), 222-232. DOI: https://doi.org/10.6018/cpd.347631

Vieira, L. D. S., Coutinho, C. P., Graça, J. I. y Graça, J. (2014). The implementation of mobile location based-games and QR-codes: the case of MobiGeo. Proceedings of INTED2014 Conference 10th-12th March 2014, Valencia, Spain.

Vinagre, M. Á. D., Albano, V. M. L., Herrera, S. S. y Molina, S. F. (2021). Motivación y TIC como reguladores de la actividad física en adolescentes: una revisión sistemática. Retos: nuevas tendencias en educación física, deporte y recreación, 42, 785-797. https://doi.org/10.47197/retos.v42i0.88120 DOI: https://doi.org/10.47197/retos.v42i0.88120

Yelo Cano, J. J. (2018). Texts and images artistic recreation as a model for the development of the creativity and the integration of the expressive languages in the music classroom. Revista electronica de Leeme, 42, 84-98.