Author(s): LIN, K.C., Institution: NATIONAL SUN YAT-SEN UNIVERSITY, Country: TAIWAN, Abstract-ID: 225

Introduction
LINE is a leading mobile messaging app in Taiwan, renowned for its versatile daily applications. Due to its extensive usage, many educational studies have adopted this messaging app in their pedagogies and validated its effectiveness. Recognizing LINE’s potential and strengths, the researcher developed a LINE Bot as a teaching platform where learners could access teaching materials instantly and upload their recordings for the system to create their e-portfolios. To fully utilize the LINE Bot, the researcher designed an “e-portfolio-based WISER model with cooperative learning strategy” to help students acquire the complex badminton front-court forehand and backhand lift with footwork variations over 14 weeks.
Methods
The study engaged 42 participants in a one-group pretest-posttest experimental design. The participants’ performances were evaluated by two experts focusing on front-court footwork and lift skills. The experts’ evaluation of both skills has Cohens Kappa Coefficient exceeding 0.7, indicating a positive correlation between the experts ratings. Besides, this study employs a paired-sample t-test to evaluate the effectiveness of the learning strategies on badminton learning performance.
Results
The results indicated that the LINE Bot integrated WISER model with the cooperative learning strategy significantly enhanced learners badminton skill acquisition. The statistical analysis demonstrated a substantial increase in the post-test scores relative to the pre-test (footwork: p < .001; lift: p < .001). The footwork score rose from 0.119 to 0.923, and the lift score surged from 1.956 to 3.335 on a scale of one and four, respectively.
Discussion
The e-portfolio-based WISER model conformed to the three-staged motor skill learning theory, comprising cognitive, associative, and autonomous stages. In the Cognitive stage, learners watched demonstration videos and imitated expert movements, fostering movement cognition. The Associative stage involved cooperative learning strategies. Learners self-examined and discussed their recordings in groups, compared their movements with the demonstration videos to refine their skills, and sought the instructor’s feedback. Through the WISER model, learners gradually developed the correct badminton skills and reached the Autonomous stage, where they could perform the correct movements themselves. This was evidenced by learners’ ability to identify and correct their practice errors before receiving the instructor’s feedback in the latter half of the semester. Their progression signified a shift from passive instruction reception to active skill acquisition, crucial for mastering complex badminton skills and footwork variations.