The Integration of Virtual Reality Technology in Physical Education Settings: Effects on Students’ Physical Activity and Motor Skills
DOI:
https://doi.org/10.22222/ijtepes.v1i1.7Keywords:
Virtual reality-based physical education, physical activity, locomotor skills, object control skillsAbstract
Objective: This study aims to examine the effect of integrating virtual reality (VR) technology in physical education (PE) settings on the development of motor skills among students.
Materials and methods: The study used a 8-week pre-test and post-test control group experimental design involving 70 participants divided evenly into an experimental group (n = 35) that received a VR-based intervention program and a control group (n = 35) that followed traditional PE learning. Physical activity (ActiGraph GT9X Link accelerometer) and motor skills (Test of Gross Motor Development) were assessed at pretest and posttest.
Results: A significant effect of the teaching factor (p < .001), the time factor (p < 0.001) to the teaching × time interaction factor (p = 0.003) that influenced physical activity component. Significant effects were found for the teaching effect factor (p < .001), the time effect factor (p < 0.001) to the teaching × time interaction factor (p < 0.001) that affects the Locomotor skills component. Significant effects were found for the teaching effect factor (p = 0.015), the time effect factor (p < 0.001) to the teaching × time interaction factor (p < 0.001) that affects the Object control skills component.
Conclusion: The integration of virtual reality technology in physical education settings has been shown to significantly increase physical activity and motor skills among students. Structured and standardized VR-based intervention programs demonstrate high consistency of implementation and have been empirically proven to be effective as pedagogical tools for meaningful teaching in school physical education settings.
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