The Effect of Interactive Multimedia Quality, Pedagogical Competence, and Student Professional Attitudes on the Effectiveness of Learning Lower Passing and Lower Serving Techniques in Volleyball Games in Elementary Schools

This study examines how interactive multimedia quality, pedagogical competence, and professional attitudes jointly predict learning effectiveness in elementary volleyball (underhand pass and serve). Using purposive sampling, we surveyed pre-service physical education students who had completed volleyball coursework (n = 225) and analysed validated measures with multiple regression. The full model showed strong fit (R = 0.969; R² = 0.938; F(3,221) = 1117.271, p < .001). Pedagogical competence and professional attitudes exhibited significant positive effects, while the direct effect of multimedia quality was not significant, indicating that technology functions as a scaffold that requires competent design and consistent professional enactment. The study contributes an integrated framework that clarifies the relative influence of human versus technological factors on skill acquisition, offering an evidence base for prioritising teacher preparation. Practically, teachers should employ short, progressive stations, explicit technique cues, and timely feedback while rotating limited devices to protect practice time. Institutions should emphasise coursework and mentoring that strengthen planning, modelling, and assessment routines so multimedia multiplies good teaching rather than substituting for it. Overall, human factors outweigh media quality in delivering reliable gains in children's motor performance.