What question did this study set out to answer?

Evaluate the effectiveness of the DYKV blended learning model on motor skills, knowledge acquisition, and motivation in gymnastics among students.

May 30, 2026Frontiers in Psychology2 citationsOpen Access

A quasi-experimental study of the video-based “Did You Know?” blended learning model in physical education: Impact on motor skills, knowledge acquisition, and motivation in gymnastics

AGAhmed Ghorbel MYMohamed Yaakoubi MAMohammed Issa Alsaeed

Key Points

Evaluate the effectiveness of the DYKV blended learning model on motor skills, knowledge acquisition, and motivation in gymnastics among students.
Quasi-experimental design involving 54 students over six weeks.
Students were assigned to an experimental group using DYKV or a control group with traditional methods.
Data on motor performance, knowledge retention, and motivation collected pre- and post-intervention.
DYKV group showed a 76.69% improvement in motor performance compared to 37.58% in TA (p < 0.001, ηp2 = 0.124).
Knowledge retention increased by 49.89% in DYKV vs. 26.53% in TA (p < 0.001, ηp2 = 0.51).
Significant increase in autonomous motivation and decrease in controlled motivation in the DYKV group (p < 0.001).

Abstract

The “Did You Know? with Video” (DYKV) model introduces an innovative blended learning approach that delivers short educational videos via Facebook to optimize learning experiences in physical education (PE), specifically in gymnastics. In a six-week quasi-experimental design, 54 students (Mage = 17 ± 0.40 years) were assigned to either an experimental group (DYKV, n = 27) or a control group (traditional approach, TA, n = 27). The two groups participated in a 6-week gymnastics unit, which included a 2-h learning session weekly. The DYKV group received hybrid instruction combining online educational media (two videos per week, totaling 12 videos covering different gymnastic elements) shared via Facebook with in-person teaching while the TA group followed a conventional in-person method. Data on motor performance, knowledge retention, and motivation were collected before and after the intervention. The results showed that the DYKV group achieved significantly greater improvements in motor performance ( Δ %DYKV = +76.69% vs. Δ%TA = +37.58%; p 0.001, η p 2 = 0.124) and knowledge retention (Δ%DYKV = +49.89% vs. Δ%TA = +26.53%; p 0.001, η p 2 = 0.51) alongside a marked increase in autonomous motivation ( p 0.001, r = 0.73) and decrease in controlled motivation ( p 0.001, r = 0.87) compared to the TA group. The DYKV model demonstrates potential for enhancing motor, cognitive, and motivational outcomes in PE, further supporting the need for continuous innovation in blended learning within this educational context.

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