Multimedia-based 7E instructional model to enhance student engagement and floor-gymnastics skills in elementary Physical Education
DOI:
https://doi.org/10.47197/retos.v77.118186Keywords:
Digital pedagogy, 7E instructional model, elementary gymnastics, multimedia learning, physical educationAbstract
Introduction: Gymnastics is a core component of elementary physical education, yet its instruction is challenged by heterogeneous abilities, safety demands, and declining student engagement.
Objective: This study aimed to examine the association between a multimedia-based 7E instructional model and changes in student engagement and floor-gymnastics performance in elementary physical education.
Methodology: A quasi-experimental one-group pretest–posttest design was conducted with 100 third-grade students from four public elementary schools. The four-week intervention integrated an Android application, video modeling, animations, and digital task cards into the phases of the 7E model. Student engagement (behavioral, cognitive, and affective) and gymnastics skills were measured using structured observations, questionnaires, and rubric-based performance tests, and data were analyzed using descriptive statistics and paired-sample t-tests.
Results: showed that mean engagement scores across all 7E phases exceeded the active threshold, with the highest values in phases emphasizing initial motivation, exploratory practice, and extended application. Gymnastics scores increased significantly in all schools, with substantial pretest–posttest gains and upward shifts in the full score distributions, reflecting positive changes in technique, body control, and continuity.
Conclusions: The findings indicate that the multimedia-based 7E instructional model is associated with sustained student engagement and meaningful improvements in elementary floor-gymnastics skills, supporting its potential as a differentiated, technology-enhanced instructional framework in physical education.
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