The Effect of Elementary School Soccer Instruction Using Virtual Reality Technologies on Students’ Attitudes toward Physical Education and Flow in Class
Abstract
:1. Introduction
2. Research Hypotheses
3. Materials and Methods
3.1. Research Site
3.2. Components and Specifications of the VR Sports Room
3.3. Participants
4. Research Tools
4.1. Questionnaire Composition
4.2. Research Design
4.3. Class Design
4.4. Data Analysis
5. Results
5.1. The Effect of Experience of Elementary Soccer Class Using VR Technology on the Class Attitude
5.1.1. Effects of VR Technology on Students’ Interest
5.1.2. Effects of VR Technology on Students’ Confidence
5.1.3. Effects of VR Technology on Students’ Concentration
5.2. The Effect of VR Technology on Students’ Flow in Class
5.2.1. Effects of VR Technology on Students’ Self-Directed Experience
5.2.2. Effects of VR Technology on Students’ Attention in PE Class
5.2.3. Effects of VR Technology on Students’ Integration in PE Classes
5.2.4. Effects of VR Technology on Students’ Consensus of Class Behavior and Consciousness
5.2.5. Effects of VR Technology on Students’ Challenge and Sense of Control
6. Discussion
6.1. The Effect of VR Technology on Students’ Attitude toward Their Soccer Class
6.2. The Effect of VR Technology on Students’ Flow in Soccer Class
7. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Component Name | Specifications | Picture |
---|---|---|
3X vision system | Object recognition method: - Image processing method using three information provider cameras Object recognition accuracy - Object motion: 99% or more - Speed: 95% or more - Position coordinates: 98% or more Recognition scope (area) - Adjust according to conditions of actual installation site Camera - Resolution: 640 × 480 - Frame rate: 180 frames per second Illumination unit: direct current 12 V, 3 A/IR lamp Power supply unit: 12 V, 20 A, 240 W | |
Screen | Size: 4100∗2200 2. 3 layers (flame retardant layer, support layer, surface layer for image reproduction) | |
Ball delivery part | Rating: Power supply unit alternating current IN 220 V, OUT 12 V Pick balls (18 sec), supply balls (30 balls/min) | |
Beam projector | Rating: AC 220 V Pixel: 1920 × 1200 Brightness: 5000 lm | |
Main kiosk system | Case (enclosure) PC: i7, HDD (500 GB), SSD (250 GB) Monitor: 21 inches | |
Group | Boys | Girls | Total |
---|---|---|---|
Experimental group (“A” elementary school; virtual reality group) | 25 | 25 | 50 |
Control group (“B” elementary school; traditional physical education group) | 34 | 29 | 63 |
Total | 59 | 54 | 113 |
Item | Item Content | Reliability | Question |
---|---|---|---|
Individuality | Sex | - | 1 |
Class attitude1 | Interest | 0.924 | 5 |
Class attitude2 | Confidence | 0.913 | 5 |
Class attitude3 | Concentration | 0.768 | 3 |
Flow in class1 | A self-directed experience | 0.933 | 4 |
Flow in class2 | Attention in physical education class | 0.917 | 5 |
Flow in class3 | Integration of physical education classes | 0.891 | 5 |
Flow in class4 | Consensus of class behavior and conscious | 0.890 | 5 |
Flow in class5 | Challenge and sense of control | 0.896 | 5 |
Total | 38 |
Time | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | ||
---|---|---|---|---|---|---|---|
Trials | Pre- test | <------------------------------------------------------------------> Intervention | Post- test | ||||
Experimental group | O1 | T1-1 | T1-2 | T1-3 | T1-4 | T1-5 | O2 |
Control group | T2-1 | T2-2 | T2-3 | T2-4 | T2-5 |
Class | Class Topic | Class Content | ||
---|---|---|---|---|
Experimental Group | Control Group | |||
1st | Practice taking long-distance shots | | Practice taking long-distance shots using VR contents “King of Distance” | Practice taking long-distance shots using tape measure and cones |
2nd | Free kicks practice | | Practice free-kick shooting using VR contents “free kick” | Free kicks practice using obstacles and goals |
3rd | Exact shooting practice | | Practice shooting accuracy using VR contents “Kick Archery” | Accuracy shooting practice using target |
4th | Penalty kick practice | | Penalty kick shooting practice using VR content “penalty kick” | Penalty kick exercises using obstacles and goals |
5th | Practice total review | | Practice total review using VR content “World Cup free kick” and “World Cup penalty kick” | Practice penalty kick and penalty kick review using soccer goals |
Group | Sex | Interest | Confidence | Concentration | n | |||
---|---|---|---|---|---|---|---|---|
Pre- (SD) | Post- (SD) | Pre- (SD) | Post- (SD) | Pre- (SD) | Post- (SD) | |||
Experimental group | Male | 4.48 (0.72) | 4.55 (0.68) | 3.47 (0.75) | 3.80 (0.72) | 3.28 (0.79) | 3.64 (0.78) | 25 |
Female | 4.22 (0.81) | 4.24 (0.99) | 3.23 (0.96) | 3.47 (0.91) | 3.58 (0.78) | 3.89 (0.80) | 25 | |
Total | 4.35 (0.77) | 4.39 (0.86) | 3.35 (0.86) | 3.63 (0.83) | 3.43 (0.79) | 3.76 (0.79) | 50 | |
Control group | Male | 4.64 (0.68) | 4.69 (0.65) | 4.02 (0.90) | 4.00 (0.80) | 4.19 (0.76) | 4.23 (0.73) | 34 |
Female | 4.22 (0.74) | 4.16 (0.89) | 3.42 (0.80) | 3.45 (0.95) | 3.91 (0.71) | 3.96 (0.74) | 29 | |
Total | 4.45 (0.73) | 4.45 (0.81) | 3.75 (0.90) | 3.74 (0.91) | 4.06 (0.75) | 4.11 (0.74) | 63 | |
Total | Male | 4.57 (0.70) | 4.63 (0.66) | 3.79 (0.88) | 3.91 (0.77) | 3.80 (0.89) | 3.98 (0.80) | 59 |
Female | 4.22 (0.76) | 4.20 (0.93) | 3.33 (0.88) | 3.46 (0.92) | 3.76 (0.75) | 3.93 (0.76) | 54 | |
Total | 4.40 (0.75) | 4.42 (0.83) | 3.57 (0.90) | 3.69 (0.87) | 3.76 (0.83) | 3.95 (0.78) | 113 |
Interest | Confidence | Concentration | ||
---|---|---|---|---|
Interaction effect | Time × Group × Sex | F(1,109) = 0.065, p = 0.800 | F(1,109) = 0.283, p = 0.596 | F(1,109) = 0.048, p = 0.827 |
Time × Group | F(1,109) = 0.170, p = 0.681 | F(1,109) = 4.369, p = 0.039 * | F(1,109) = 4.479, p = 0.037 * | |
Group × Sex | F(1,109) = 0.475, p = 0.492 | F(1,109) = 0.957, p = 0.330 | F(1,109) = 4.692, p = 0.032 * | |
Time × Group | F(1,109) = 0.495, p = 0.483 | F(1,109) = 0.013, p = 0.910 | F(1,109) = 0.029, p = 0.866 | |
Main effect | Time | F(1,109) = 0.113, p = 0.737 | F(1,109) = 4.313, p = 0.040 * | F(1,109) = 7.488, p = 0.007 ** |
Group | F(1,109) = 0.165, p = 0.685 | F(1,109) = 2.504, p = 0.116 | F(1,109) = 14.080, p < 0.001 *** | |
Sex | F(1,109) = 7.746, p = 0.006 ** | F(1,109) = 8.399, p = 0.005 ** | F(1,109) = 0.001, p = 0.979 |
Sub-Factor | M (SD) | Experimental Group | Control Group | ||||
---|---|---|---|---|---|---|---|
Male (n = 25) | Female (n = 25) | Total (N = 50) | Male (n = 34) | Female (n = 29) | Total (N = 63) | ||
Self-directed experience | Pre- (SD) | 4.40 (0.76) | 4.30 (0.79) | 4.35 (0.77) | 4.58 (0.63) | 4.12 (0.70) | 4.37 (0.70) |
Post- (SD) | 4.54 (0.58) | 4.41 (0.72) | 4.47 (0.65) | 4.75 (0.62) | 4.25 (0.83) | 4.52 (0.76) | |
Attention in physical education class | Pre- (SD) | 3.52 (0.76) | 3.63 (0.58) | 3.58 (0.67) | 4.29 (0.73) | 3.68 (0.68) | 4.01 (0.76) |
Post- (SD) | 4.06 (0.75) | 4.01 (0.69) | 4.04 (0.71) | 4.34 (0.75) | 3.88 (0.69) | 4.13 (0.75) | |
Integration of physical education classes | Pre- (SD) | 3.63 (0.74) | 3.62 (0.72) | 3.62 (0.72) | 4.17 (0.91) | 3.71 (0.72) | 3.96 (0.85) |
Post- (SD) | 4.07 (0.73) | 3.95 (0.79) | 4.01 (0.75) | 4.30 (0.75) | 3.74 (0.85) | 4.04 (0.84) | |
Consensus of class behavior and conscious | Pre- (SD) | 3.77 (0.77) | 3.59 (0.78) | 3.68 (0.77) | 4.17 (0.79) | 3.54 (0.69) | 3.88 (0.81) |
Post- (SD) | 3.92 (0.79) | 3.76 (0.87) | 3.84 (0.82) | 4.28 (0.75) | 3.72 (0.77) | 4.02 (0.80) | |
Challenge and sense of control | Pre- (SD) | 3.63 (0.75) | 3.67 (0.71) | 3.65 (0.72) | 4.11 (0.81) | 3.65 (0.76) | 3.90 (0.81) |
Post- (SD) | 3.99 (0.77) | 4.09 (0.73) | 4.04 (0.75) | 4.21 (0.77) | 3.68 (0.82) | 3.96 (0.83) |
Self-Directed Experience | Attention in Physical Education Class | Integration of Physical Education Classes | ||
---|---|---|---|---|
Interaction effect | Time × Group × Sex | F(1,109) = 0.005, p = 0.943 | F(1,109) = 1.118, p = 0.293 | F(1,109) = 0.003, p = 0.953 |
Time × Group | F(1,109) = 0.055, p = 0.815 | F(1,109) = 5.444, p = 0.021 * | F(1,109) = 4.326, p = 0.040 * | |
Group × Sex | F(1,109) = 2.224 p = 0.139 | F(1,109) = 5.923, p = 0.017 * | F(1,109) = 2.965, p = 0.088 | |
Time × Group | F(1,109) = 0.105, p = 0.746 | F(1,109) = 0.000, p = 0.999 | F(1,109) = 0.508, p = 0.478 | |
Main effect | Time | F(1,109) = 5.468, p = 0.021 * | F(1,109) = 16.373, p < 0.001 *** | F(1,109) = 10.294, p = 0.002 ** |
Group | F(1,109) = 0.025, p = 0.875 | F(1,109) = 4.550, p = 0.035 * | F(1,109) = 1.585, p = 0.211 | |
Sex | F(1,109) = 5.973, p = 0.016 * | F(1,109) = 4.790, p = 0.031 * | F(1,109) = 4.893, p = 0.029 * |
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Lee, H.S.; Lee, J. The Effect of Elementary School Soccer Instruction Using Virtual Reality Technologies on Students’ Attitudes toward Physical Education and Flow in Class. Sustainability 2021, 13, 3240. https://doi.org/10.3390/su13063240
Lee HS, Lee J. The Effect of Elementary School Soccer Instruction Using Virtual Reality Technologies on Students’ Attitudes toward Physical Education and Flow in Class. Sustainability. 2021; 13(6):3240. https://doi.org/10.3390/su13063240
Chicago/Turabian StyleLee, Hyun Suk, and Junga Lee. 2021. "The Effect of Elementary School Soccer Instruction Using Virtual Reality Technologies on Students’ Attitudes toward Physical Education and Flow in Class" Sustainability 13, no. 6: 3240. https://doi.org/10.3390/su13063240