Abstract:

The purpose of this study is to investigate the use of multi-angle videos for teaching physical skills in technology education. We investigated the process of watching multi-angle videos of beginner sawing wood, the method and content of teaching using these videos, and the method of teaching physical skills using multi-angle videos in technology education.

In the case of multi-angle video viewing, there was a tendency to view the video from the front of the model or from the right side of the model’s dominant arm, which was holding the saw, while the time spent viewing from the left side or the rear was short. In addition, when a multi-angle video was used for instruction, a specific angle from the front or right side was used. From these results, it can be inferred that even though it is possible to teach physical skills from many angles using multi-angle videos, the angles used by the teacher are limited. It was also found that procedural knowledge, such as how to move the saw, was the most pointed out instruction while using the multi-angle video. Furthermore, most teachers thought that the multi-angle video would be used for demonstrations before activities in technology education classes, which is generally considered to be the most common use.

In conventional physical skill learning by observation in technology education, it is difficult for all students to observe the teacher’s demonstration from a certain angle, and even when video materials are used, it is not possible to have students observe from the angle the instructor originally intended. However, by using multi-angle videos, the demonstration can be observed by all students from an angle determined by the technology education teacher. In addition, by editing the video and adding captions, it is possible to create teaching materials that meet the needs of each teacher.

Keywords:

Physical skill, multi-angle videos, technology education, demonstration.