Examining virtual reality acceptance in physical education: an observational study

Virtual reality (VR) has become a popular teaching tool in recent years and is increasingly utilized in various fields, including physical education. This study examines the adoption of VR technology within physical education, exploring its potential impact on body movements compared to traditional methods. Employing the ADDIE instructional design framework, VR applications are crafted by integrating principles of motor learning alongside the technology acceptance model (TAM). Individuals aged 19 to 23 years old were segregated into VR and traditional (TR) cohorts, participating in various activities such as zig-zag runs, jumping jacks, rope skipping, and obstacle jumps. By measuring heart rate changes before and after activities, the study examines the effectiveness of VR in inducing bodily responses similar to traditional methods. Additionally, interviews with five students provide insights into their perceptions of the technology. Results indicate the widespread appeal and perceived utility of VR in physical education among participants, highlighting its ease of use and efficacy in enhancing learning experiences.