Abstract:

There are many positive reports related to using VR contents (Kawaida et al., 2009; Shibaken et al., 2012; Koyanagi et al., 2017; Nakamura et al., 2019; Okahashi et al). It has been successfully shown that VR contents effectively improved the physical function. Also, in sports coaching, there are reports (Takahashi et al., 2012; Takeuchi et al., 2018; Hayashi et al., 2018; Nakajima et al., 2018) that by having participants experience the physical activity they want to learn using VR, they were able to extend their motor-senses and improve their skills. Moreover, Matsumoto et al. (2019) found that juggling can be practiced effectively using VR devices to simulate and repeatedly manipulate juggling. Thus, it has been shown that VR can enhance motor sensation and improve motor skills.
　
On the other hand, Honma et al. (2018) revealed that basketball instructors could enhance their understanding of game situations by simulating game observation and thinking. Also, Ishida et al. (2018) reported that cognition was enhanced in baseball by simulating the coach's guidance and decision-making. Thus, they revealed that learning in the cognitive aspect could be improved by simulating VR and thinking in the scene. These studies have shown that the use of VR has enabled high-quality skill learning and cognitive learning. In this study, we clarified the impact of VR contents on learners' problem settings that triggered these learning activities.

In this study, based on previous research, the content was created so that students can experience physical sensations from the player's perspective in the vaulting horse exercise. Using this content, Vaulting horse units for 5th and 6th graders in an elementary school were conducted. The data was collected from three elementary schools in three different cities, and the lessons were conducted in six-hour units in October 2020, November 2020, and January 2021, respectively.
　
The data used for the analysis was the free feedback recorded by the students every lesson. The data were analyzed by text-mining to identify the points of interest related to the problem-setting and interpret the problem-setting process from the text. As a result, it became clear that the students focused on their bodily sensations and set up problems to explore them. As a result, it was found that there was an increase in the way they moved. It was also found that students were encouraged to become aware of the VR content, the actual activities, and the questions posed by their teachers and peers.
　
It is hoped that this research will be further deepened to establish a new teaching approach in the future.

Keywords:

Physical Education, VR Contents, Elementary School, Problem-solving.