Impact of using digital pens on flipped learning in athletic activities of high school students

This study explains how the utilization of digital pens (echo smartpens) influences learning strategies by focusing on flipped learning, wherein students are introduced gain first exposure to new material. The practical... [ view full abstract ]

This study explains how the utilization of digital pens (echo smartpens) influences learning strategies by focusing on flipped learning, wherein students are introduced gain first exposure to new material. The practical application of this assimilated knowledge facilitates effective strategies such as problem-solving, discussion, or debates.

Participants included two high school teachers and forty three students. Data were collected through a series of in-depth, semi-structured, open-ended interviews, and observations, using the stimulus regeneration method based on the notes recorded. The interviews were systematically transcribed verbatim immediately after the completion of each interview, and a total of 216 meaning units were extracted from the data set. The data was decontextualized using an inductive procedure for analyzing unstructured qualitative data. The inductive analysis process regrouped these interview transcripts into four categories: capture, review, envision, and communicate.

The survey of learning activities in athletic activities demonstrated that flipped learning strongly affects the development of the metacognitive functions of learning, such as learning, by analysis, reviewing, and sharing the acquired knowledge. This is achieved through metacognitive activities such as underscoring the significant aspects, analysis and by communicating ideas. In conclusion the utilization of echo smartpens by high school students is a dynamic learning strategy, stimulating metacognition, which is a representation of learning by analysis and subsequent communication of the learned content.