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Document Type

Abstract

Publication Date

2-2024

Abstract

Purpose: The incorporation of VR virtual teaching has garnered significant attention, with its applications spanning various disciplines and fields. Notably, in the realm of physical education, VR integration has not only contributed to the enhancement of instructional effectiveness but has also played a pivotal role in fostering the holistic development and personality growth of students. The primary objective of this study is to investigate whether VR virtual teaching can elevate the interest of high school students in the learning of physical education. Methods: Eighty students in high school were recruited and randomly divided into experimental and control groups (40 students of each gender in each group). The classes were taught for 8 weeks, once a week, and 90 minutes each time. The experimental group was taught by VR virtual teaching and the control group was taught by traditional teaching method. Questionnaires were administered to the experimental group and the control group before and after the teaching experiment to analyze the degree of change in students' interest in physical education. SPSS26.0 software was used for data processing to understand the changes in the experimental group and the control group. Results: There were more significant differences in four sub-dimensions of physical education learning interest in the experimental group compared to the control group (positive interest in physical education learning t=-4.23, P < 0.01; negative interest in physical education learning t=-2.99, P < 0.01; sports participation t=-4.42, P < 0.01; concern for physical education t=-5.03, P < 0.01); independent and inquiry learning t=-2.06, P < 0.05). The overall significant change in interest in physical education learning (t interest in physical education learning=-4.98, P < 0.01). The difference between the experimental group and the control group in the pre-test of physical education learning interest was not significant (t=0.37, P > 0.05), and the difference between the experimental group and the control group in the post-test of physical education learning interest was significant (t=2.13, P < 0.05). The results indicated that the experimental group had a significantly better effect than the control group in improving physical education learning interest under VR virtual teaching. Conclusion: VR virtual instruction was effective in improving high school students' attitude towards physical education including positive interest in physical education, negative interest in physical education, sports participation, and concern for physical education.

DOI

https://doi.org/10.18122/ijpah.3.1.20.boisestate

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