The Observation on the Acceptance of Virtual Reality in Physical Education

Abstract

In recent years, virtual reality has become one of the most widely used educational tools. Virtual reality (VR) is becoming increasingly popular in the realm of physical education, and it is not surprising. Many scholars have been sparked to investigate the use of virtual reality technology in physical education as a result of this information. To see if virtual reality (VR) will have the same effect on body motions as traditional PE methods, this study was carried out to see if VR was accepted in physical education. In order to construct this application, ADDIE instructional design was used. Virtual reality (VR) applications are typically built with an approach that incorporates a combination of motor learning and the technology acceptance model (TAM). A diverse group of participants, ranging in age from 19 to 23, took part in this research. For the VR group, the students were labeled as "VR" and "TR" for the traditional group. Zig-zag run, jumping jack, jumping rope, and obstacle jumps are the four activities that each group has completed. They observed the total mean difference between the VR group and the TR group to determine whether VR technology can give the same effects on bodily movement as traditional methods by recording heartbeats before and after activities. This is because the heart rate rises as the body's various parts are compelled to act quickly. Interviews with five pupils have been scheduled to see how they respond to technology. This study yielded a wide range of findings. This technology is very appealing to a large majority of respondents, who found it easy to use and useful in physical education.