Brand loyalty in purchasing behavior of consumers - Example of Trabzonspor clup

The aim of this study was to examine the effect of interactive videos in volleyball education. A total of 105 fifth and sixth grade students (43 boys, 62 girls) from Şehit Halil Özdogru Secondary School in Sinop province participated in the research. Interactive Video Group (EVG), Video Group (VG) and Control group (KG) are included in the study. A volleyball training program consisting of seven videos was applied to the experimental groups for two weeks. The interactive videos watched by the EVG group include single or multiple choice questions, true false statements and drag and drop activities. The VG group watched the same videos without the added features for interaction. ADDIE Model was used in instructional design. "Personal Information Form", "Volleyball Cognitive Field Test" and "Learning Object Evaluation Scale" were used as data collection tools. IBM SPSS 21.0 software was used to evaluate the data. Statistical significance level was determined as p<0.05.The level of normality was checked with the One-Sample Kolmogorov-Smirnov test, and the equality of variance was checked with the Levene test. Paired sample t, independent sample t, one-way analysis of variance ANOVA, post-hoc LSD and Tamhane tests were applied. When the fifth grade, sixth grade and general situation are taken into account by group, there is a statistically significant difference between the pre- and post-test volleyball knowledge level score averages of EVG and VG, and effect size is great (p<.05) and not in KG (p>.05). Considering the relationship between the groups, the mean scores of volleyball knowledge level of EVG compared to VG and KG and of VG according to KG in terms of post-test results are higher, show a statistically significant difference and effect size is great (p<.05). When the videos are evaluated according to the usability, perceived learning and engagement sub-dimensions, there is no statistically significant difference between EVG and VG (p>.05). Students think that interactive and non-interactive videos are usable, high levels of perceived learning and increase participation. The use of interactive video in sports education should be encouraged as it has many advantages.