Article RETRACTED due to malpractice Cognitive Regulation in Movement-Based Learning: Comprehension Strategies as Predictors of Multimodal Understanding in Physical Education
DOI:
https://doi.org/10.47197/retos.v82.119375Palabras clave:
Cognitive Regulation, Movement-Based Learning, Physical Education, Multimodal Learning, Metacognitive StrategiesResumen
Introduction: Contemporary Physical Education (PE) emphasizes cognitively engaging movement and embodied learning. However, the integration of cognitive regulation within movement-based and multimodal learning contexts remains limited, particularly in elementary education where students must process written, audio, and audiovisual information simultaneously.
Objective: This study examines students’ multimodal comprehension in PE contexts and analyzes comprehension strategies (planning, monitoring, evaluation) as cognitive predictors in movement-based learning environments.
Methodology: A mixed-methods explanatory sequential design was conducted with 56 fifth-grade students. Quantitative data were collected using Likert-scale questionnaires and multimodal comprehension tests embedded in movement-based activities, while qualitative data were obtained from open-ended responses. Data were analyzed using descriptive statistics, Pearson correlation, and thematic analysis.
Results: Students showed lower comprehension in written texts compared to audio and audiovisual formats. Planning was the most consistent predictor (r = 0.412–0.539), while monitoring and evaluation showed modality-specific effects.
Conclusions: Movement-based learning in PE enhances cognitive regulation and multimodal understanding, supporting integrated cognitive–physical development.
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Derechos de autor 2026 Imelda Ratih Ayu, Imam Suyitno, Imam Agus Basuki, Puji Ayurachmawati, Andika Ari Saputra
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