Abstract
The purpose of the study to explore the impact of STEAM literacy basketball teaching on university students' social competence (SC), personal and social responsibility (PSR), and self-directed learning (SL). Using the TikTok app to create learning highlights allows students to use technology tools, engage in hands-on activities, build interdisciplinary thinking, and enhance problem-solving abilities. The subjects of this study are 81 students from National Tsing Hua University who enrolled in beginner and advanced basketball courses in the second semester of the 112th academic year. Methods include the "College Students' Social Competence Scale," "College Students' Personal and Social Responsibility Scale in Physical Education," and "Adult Self-Directed Learning Scale".Results:1. In the beginner group, there are significant differences between male and female students in PSR "Effort" and SL "Self-Monitoring." Pre- and post-tests show significant differences in SC "Respect," "Effort," and PSR "Self-Direction," and "Helping Others." 2. In the advanced group, there is a significant difference between male and female students in PSR "Leadership." Those with STEAM basketball learning experience show significant differences in SL "Planning and Implementation" and "Interpersonal Interaction." Leisure time of less than one hour and more than three hours shows significant differences in SC and SL "Learning Motivation."3. Teachers observed that beginner group students have less experience in teamwork and observing defenders compared to the advanced group, but all students showed growth in personal basketball skills.Conclusion:The integration of the TikTok app in STEAM basketball teaching does not significantly enhance social competence. However, the use of STEAM teaching, which involves many scientific explanations of movements and tactics, does improve students' problem-solving abilities. Therefore, besides enhancing sports skills, students' learning motivation and core competencies are also improved. Nevertheless, the effect is not significantly noticeable in the beginner group, suggesting that adjustments to the beginner curriculum may be necessary.