TY - JOUR
T1 - Applying augmented reality in physical education on motor skills learning
AU - Chang, Kuo En
AU - Zhang, Jia
AU - Huang, Yang Sheng
AU - Liu, Tzu Chien
AU - Sung, Yao Ting
N1 - Funding Information:
The work was supported by the National Science Council [Grant Numbers NSC-105-2511-S-003-015-MY3 and NSC-104-2511-S-003-022-MY3] and the Institute for Research Excellence in Learning Sciences of National Taiwan Normal University from The Featured Areas Research Center Program within the Framework of the Higher Education Sprout Project by the Ministry of Education in Taiwan.
Publisher Copyright:
© 2019 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2020/8/17
Y1 - 2020/8/17
N2 - 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.
AB - 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.
KW - 3D model
KW - Augmented reality
KW - motor skill learning
KW - physical education
KW - video-assisted instruction
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U2 - 10.1080/10494820.2019.1636073
DO - 10.1080/10494820.2019.1636073
M3 - Article
AN - SCOPUS:85068223859
VL - 28
SP - 685
EP - 697
JO - Interactive Learning Environments
JF - Interactive Learning Environments
SN - 1049-4820
IS - 6
ER -