Abstract:

In the study of educational gymnastics, the objective is generally the mastery of movements. In such cases, it has been conducted for students to learn movements by understanding the movements through demonstrations, videos, and illustrations that show how to move from a third-person perspective. However, it has been criticized that this type of teaching is based on a dualistic mind-body approach. Therefore, to create classes based on the mind-body monism approach, the content was developed to allow students to view virtual reality content and have an immersive physical activity experience. This study aimed to clarify the impact of this virtual reality content on learners' movement learning in educational gymnastics. The study was conducted in two elementary schools. The grade levels were 6th grade. All of the learning with VR content was recorded on video. After the unit, six students were interviewed using the replay stimulation method while viewing this video recording. All interviews were transcribed, and their transcriptions were analyzed qualitatively. The results showed that their learning was influenced by the simulated jumping box experience from the player's perspective. It was also revealed that the students engaged in problem-solving based on the difference between the actual movement and the simulated movement. The target fulfillment rate in classes using VR content was high, indicating the potential of virtual reality as new educational technology.

Keywords:

Virtual Reality, Physical Education, Educational Gymnastics, Motor Learning.