Educational Research on the Use of Virtual Reality Combined with a Practice Teaching Style in Physical Education: A Qualitative Study from the Perspective of Researchers

(1) Background: the scientific literature has shown that students’ active involvement in the teaching–learning process significantly improves their learning outcomes. (2) Methods: this study shows the perceptions of seven researchers on the process of inquiring about the effects of the combined use...

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Published in:Education sciences 2024-03, Vol.14 (3), p.291
Main Authors: Bores-García, Daniel, Cano-de-la-Cuerda, Roberto, Espada, María, Romero-Parra, Nuria, Fernández-Vázquez, Diego, Delfa-De-La-Morena, José Manuel, Navarro-López, Víctor, Palacios-Ceña, Domingo
Format: Article
Language:English
Subjects:
Decision making
Education
Educational Environment
Educational Objectives
Educational Research
Learning
Learning Processes
Methods
Physical education
Physical education and training
qualitative design
Qualitative research
secondary education
Student Motivation
Teaching
Teaching methods
Virtual reality
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Summary:(1) Background: the scientific literature has shown that students’ active involvement in the teaching–learning process significantly improves their learning outcomes. (2) Methods: this study shows the perceptions of seven researchers on the process of inquiring about the effects of the combined use of virtual reality (VR) and a practice teaching style in physical education in secondary educational institutions. (3) Results: the results obtained from the researchers’ diaries and the focus group, through qualitative design, are arranged in the following categories: difficulties in data collection before, during, and after the intervention; perceived differences between VR interventions in laboratory situations and educational contexts; and the perceived transferability of the use of VR devices in the educational context. (4) Conclusions: more research is needed on the use of VR in the educational context, although the results obtained indicate that the teaching–learning process can be enriched by overcoming the difficulties inherent to the use of this technology in a variable context such as education.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci14030291