Applying augmented reality in physical education on motor skills learning

Abstract

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.