Applying augmented reality in physical education on motor skills learning

Physical education is a course that integrates knowledge of sports with skill drilling. Augmented Reality (AR)-assisted instruction has infrequently been applied in sport skill drilling. Video-assisted instruction has frequently applied to physical sports; however, it neither involves interactive pr...

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Published inInteractive learning environments Vol. 28; no. 6; pp. 685 - 697
Main Authors Chang, Kuo-En, Zhang, Jia, Huang, Yang-Sheng, Liu, Tzu-Chien, Sung, Yao-Ting
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 17.08.2020
Taylor & Francis Ltd
Subjects
3D model
Augmented reality
Computer Simulation
Design of experiments
Difficulty Level
Drilling
Education
Exercise
Grade 7
Instructional Effectiveness
Learning
Learning Motivation
Motor ability
Motor Development
motor skill learning
Physical Education
Psychomotor Skills
Quasiexperimental Design
Research Design
Skills
Sports
Student Motivation
Textbooks
Three dimensional models
Video Technology
video-assisted instruction
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Summary:Physical education is a course that integrates knowledge of sports with skill drilling. Augmented Reality (AR)-assisted instruction has infrequently been applied in sport skill drilling. Video-assisted instruction has frequently applied to physical sports; however, it neither involves interactive practice nor embodies both textbook learning and the practice of sporting skills simultaneously. As a complement to video-assisted instruction, AR can apply virtual messages to learning objects so that 3-dimensional models can be superimposed into textbooks, which allows learners to read books while operating 3D character models. To verify the effects of learning outcomes, motor skills, and learning motivation with AR-assisted instruction and the effects of different difficulty levels on instruction materials, two experimental studies were implemented. Simple and basic running actions and more difficult Mark exercise actions were chosen as the teaching content. The experiments adopted a quasi-experimental design. The findings indicate that AR-assisted instruction is more effective than video-assisted instruction, and the effects are better for more difficult motor skills learning.
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2019.1636073