Augmented Reality as a Resource for Improving Learning in the Physical Education Classroom
Abstract
:1. Introduction
1.1. Augmented Reality in Teaching and Learning Processes
1.2. Augmented Reality in Physical Education
1.3. Study Dimensions
- Socio-educational: It relates variables of a social scope such as age, gender, nationality, place of residence, and of an educational scope, such as the course, methodology, learning difficulties and technologies used.
- Motivation: Indicates the degree of interest shown by students during their teaching and learning process.
- Interactions: Reveals the different types of interaction that can be carried out during the performance of training actions, such as the interaction between teacher and students, between students themselves or between students and the content of the subject.
- Autonomy: It shows what capacities each student has during the implementation of the teaching contents, as well as the degree of autonomy acquired during the development of the teaching.
- Collaboration: Indicates the degree of joint work that the students have developed during the teaching experience.
- Deepening of the contents: It refers to the degree of dedication of the teaching staff with respect to the contents of the subject according to the methodology selected during the teaching practice.
- Problem solving: It indicates the students’ capacity to solve the different difficulties raised by the teacher during the implementation of the didactic contents.
- Class time: Period of time in which the student must acquire the learning contents proposed by the teacher during the course of the class.
- Ratings: These are the self-evaluations developed by the students on the learning acquired during the development of the teaching and learning process.
- Teachers’ ratings: It shows the students’ grades, through the realization of several techniques and evaluation instruments applied by the teachers of the subject.
2. Justification and Objectives
- RQ1: Do the means used by teachers to monitor tasks influence student motivation?
- RQ2: Do the means used by the teaching staff to follow up the tasks influence the interaction between students and teachers?
- RQ3: Do the means used by teachers to monitor tasks influence students’ interaction with the teaching content?
- RQ4: Do the means used by teachers to monitor tasks influence the interaction between students?
- RQ5: Do the means used by teachers to monitor tasks influence student autonomy?
- RQ6: Do the means used by teachers to monitor tasks influence student collaboration?
- RQ7: Do the resources used by teachers to carry out the tasks influence the level of deepening the content?
- RQ8: Do the means used by the teaching staff to follow up on the tasks influence the degree of resolution of the students’ problems?
- RQ9: Do the means used by the teacher influence the monitoring of class-time tasks by the students?
- RQ10: Does the medium used by teachers to track assignments influence students’ ratings?
3. Materials and Methods
3.1. Research Design and Data Analysis
3.2. Participants
3.3. Instrument
3.4. Procedure
4. Results
5. Discussion
6. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Group | n | Composition | Pre-Test | Treatment | Post-Test |
---|---|---|---|---|---|
1: Control | 30 | Natural | - | - | O1 |
2: Experimental | 30 | Natural | - | X | O2 |
3: Control | 30 | Natural | - | - | O3 |
4: Experimental | 30 | Natural | - | X | O4 |
Control Group | Experimental Group |
---|---|
Deepening the work of physical conditioning focused on one’s own needs. | Deepening the work of physical conditioning focused on one’s own needs. |
Specific activities of activation and recovery of efforts. | Specific activities of activation and recovery of efforts. |
Awareness of one’s own characteristics and possibilities. | Awareness of one’s own characteristics and possibilities. |
The norm as an element regulating behaviour in social-motor activities. | The norm as an element regulating behaviour in social-motor activities. |
Group | Likert Scale n (%) | Parameters | |||||||
---|---|---|---|---|---|---|---|---|---|
Dimensions | None | Few | Enough | Completely | M | SD | Skw | Kme | |
Control Group | Motivation | 27(38.6) | 23(32.9) | 16(22.9) | 4(5.7) | 1.96 | 0.924 | 0.541 | −0.719 |
Teacher-student | 26(37.1) | 22(31.4) | 17(24.3) | 5(7.1) | 2.01 | 0.955 | 0.484 | −0.833 | |
Student-content | 29(41.4) | 18(25.7) | 17(24.3) | 6(8.6) | 2.00 | 1.01 | 0.526 | −0.954 | |
Student-student | 27(38.6) | 20(28.6) | 17(24.3) | 6(8.6) | 2.03 | 0.992 | 0.491 | −0.918 | |
Autonomy | 35(50) | 17(24.3) | 14(20) | 4(5.7) | 1.81 | 0.952 | 0.800 | −0.553 | |
Collaboration | 37(52.9) | 15(21.4) | 16(22.9) | 2(2.9) | 1.76 | 0.908 | 0.746 | −0.758 | |
Deepening | 37(52.9) | 15(21.4) | 15(21.4) | 3(4.3) | 1.77 | 0.935 | 0.807 | −0.627 | |
Resolution | 36(51.4) | 16(22.9) | 14(20) | 4(5.7) | 1.80 | 0.957 | 0.825 | −0.544 | |
Class-time | 37(52.9) | 12(17.1) | 18(25.7) | 3(4.3) | 1.81 | 0.967 | 0.683 | −0.964 | |
Ratings a | 16(22.9) | 22(31.4) | 24(34.3) | 8(11.4) | 2.34 | 0.961 | 0.060 | −0.967 | |
Teacher-ratings a | 14(20) | 24(34.3) | 21(30) | 11(15.7) | 2.41 | 0.985 | 0.106 | −0.975 | |
Experimental Group | Motivation | 1(1.4) | 14(20) | 12(17.1) | 43(61.4) | 3.39 | 0.856 | −0.988 | −0.476 |
Teacher-student | 10(14.3) | 12(17.1) | 9(12.9) | 39(55.7) | 3.10 | 1.14 | −0.799 | −0.941 | |
Student-content | 8(11.4) | 12(17.1) | 8(11.4) | 42(60) | 3.20 | 1.09 | −0.952 | −0.639 | |
Student-student | 9(12.9) | 9(12.9) | 14(20) | 38(54.3) | 3.16 | 1.08 | −0.952 | −0.512 | |
Autonomy | 10(14.3) | 10(14.3) | 12(17.1) | 38(54.3) | 3.11 | 1.12 | −0.862 | −0.767 | |
Collaboration | 9(12.9) | 10(14.3) | 13(18.6) | 38(54.3) | 3.14 | 1.09 | −0.907 | −0.625 | |
Deepening | 6(8.6) | 11(15.7) | 19(27.1) | 34(48.6) | 3.16 | 0.987 | −0.883 | −0.361 | |
Resolution | 7(10) | 12(17.1) | 17(24.3) | 34(48.6) | 3.11 | 1.02 | −0.810 | −0.608 | |
Class-time | 6(8.6) | 13(18.6) | 16(22.9) | 35(50) | 3.14 | 1.01 | −0.814 | −0.602 | |
Ratings a | 7(10) | 11(15.7) | 14(20) | 38(54.3) | 3.19 | 1.04 | −0.943 | −0.453 | |
Teacher-ratings a | 5(7.1) | 13(18.6) | 15(21.4) | 37(52.9) | 3.20 | 0.987 | −0.883 | −0.480 |
Dimensions | µ (X1–X2) | tn1+n2-2 | df | d | rxy |
---|---|---|---|---|---|
Motivation | −1.429(1.96–3.39) | −9.490 ** | 138 | 0.079 | 0.628 |
Teacher-student | −1.086(2.01–3.10) | −6.095 ** | 138 | 0.029 | 0.461 |
Student-content | −1.200(2.00–3.20) | −6.738 ** | 138 | 0.070 | 0.498 |
Student-student | −1.129(2.03–3.16) | −6.421 ** | 138 | 0.033 | 0.480 |
Autonomy | −1.300(1.81–3.11) | −7.385 ** | 138 | 0.087 | 0.532 |
Collaboration | −1.386(1.76–3.14) | −8.155 ** | 138 | 0.110 | 0.570 |
Deepening | −1.386(1.77–3.16) | −8.525 ** | 138 | 0.128 | 0.587 |
Resolution | −1.314(1.80–3.11) | −7.824 ** | 138 | 0.120 | 0.554 |
Class-time | −1.329(1.81–3.14) | −7.942 ** | 138 | 0.151 | 0.560 |
Ratings a | −0.843(2.34–3.19) | −4.980 ** | 138 | −0.009 | 0.390 |
Teacher-ratings a | −0.786(2.41–3.20) | −4.714 ** | 138 | −0.009 | 0.372 |
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Moreno-Guerrero, A.-J.; Alonso García, S.; Ramos Navas-Parejo, M.; Campos-Soto, M.N.; Gómez García, G. Augmented Reality as a Resource for Improving Learning in the Physical Education Classroom. Int. J. Environ. Res. Public Health 2020, 17, 3637. https://doi.org/10.3390/ijerph17103637
Moreno-Guerrero A-J, Alonso García S, Ramos Navas-Parejo M, Campos-Soto MN, Gómez García G. Augmented Reality as a Resource for Improving Learning in the Physical Education Classroom. International Journal of Environmental Research and Public Health. 2020; 17(10):3637. https://doi.org/10.3390/ijerph17103637
Chicago/Turabian StyleMoreno-Guerrero, Antonio-José, Santiago Alonso García, Magdalena Ramos Navas-Parejo, María Natalia Campos-Soto, and Gerardo Gómez García. 2020. "Augmented Reality as a Resource for Improving Learning in the Physical Education Classroom" International Journal of Environmental Research and Public Health 17, no. 10: 3637. https://doi.org/10.3390/ijerph17103637
APA StyleMoreno-Guerrero, A. -J., Alonso García, S., Ramos Navas-Parejo, M., Campos-Soto, M. N., & Gómez García, G. (2020). Augmented Reality as a Resource for Improving Learning in the Physical Education Classroom. International Journal of Environmental Research and Public Health, 17(10), 3637. https://doi.org/10.3390/ijerph17103637