Brain-Based Online Learning Design in Blended Physical Education: Effects on Basketball Skill Acquisition, Physical Fitness, and Learning Motivation

Abstract

This study examined the effects of brain-based online learning design within a blended basketball learning environment on basketball technical skills, physical fitness, and learning motivation among university students. A quantitative pretest–posttest controlled experimental design was employed with 100 second-year undergraduate students assigned to an experimental group (n = 50) and a control group (n = 50). Over a 12-week intervention, both groups received identical basketball content and face-to-face instruction, while the online component differed in design. The experimental group engaged with online modules structured through the B.R.A.I.N.-B.A.S.E.D. framework, incorporating multimodal visualisation, structured repetition, active learning, emotional engagement, and interactive discussion. The control group received conventional online instruction. Results showed that the experimental group significantly outperformed the control group in basketball technical skills and learning motivation, with large effect sizes across overall technical performance and all motivation dimensions. In contrast, no significant between-group difference was found for physical fitness, although both groups improved over time. These findings suggest that brain-based online learning design is particularly effective for enhancing cognitive performance and affective outcomes in blended physical education, but has limited influence on physiological outcomes. The study contributes to educational computing research by demonstrating how theory-driven online instructional design can support embodied learning in higher education physical education.