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Influence of Virtual Reality and Gamification Combined with Practice Teaching Style in Physical Education on Motor Skills and Students’ Perceived Effort: A Mixed-Method Intervention Study

Author

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  • Diego Fernández-Vázquez

    (Department of Physiotherapy, Occupational Therapy, Rehabilitation and Physical Medicine, Faculty of Health Sciences, Universidad Rey Juan Carlos, 28921 Madrid, Spain
    Movement Analysis, Biomechanics, Ergonomics, and Motor Control Laboratory, Faculty of Health Sciences, Universidad Rey Juan Carlos, 28922 Madrid, Spain)

  • Víctor Navarro-López

    (Department of Physiotherapy, Occupational Therapy, Rehabilitation and Physical Medicine, Faculty of Health Sciences, Universidad Rey Juan Carlos, 28921 Madrid, Spain
    Movement Analysis, Biomechanics, Ergonomics, and Motor Control Laboratory, Faculty of Health Sciences, Universidad Rey Juan Carlos, 28922 Madrid, Spain)

  • Roberto Cano-de-la-Cuerda

    (Department of Physiotherapy, Occupational Therapy, Rehabilitation and Physical Medicine, Faculty of Health Sciences, Universidad Rey Juan Carlos, 28921 Madrid, Spain
    Movement Analysis, Biomechanics, Ergonomics, and Motor Control Laboratory, Faculty of Health Sciences, Universidad Rey Juan Carlos, 28922 Madrid, Spain)

  • Domingo Palacios-Ceña

    (Department of Physiotherapy, Occupational Therapy, Rehabilitation and Physical Medicine, Faculty of Health Sciences, Universidad Rey Juan Carlos, 28921 Madrid, Spain
    Research Group of Humanities and Qualitative Research in Health Science of Universidad Rey Juan Carlos (Hum&QRinHS), Department of Physical Therapy, Occupational Therapy, Rehabilitation and Physical Medicine, Universidad Rey Juan Carlos, 28922 Madrid, Spain)

  • María Espada

    (Department of Physiotherapy, Occupational Therapy, Rehabilitation and Physical Medicine, Faculty of Health Sciences, Universidad Rey Juan Carlos, 28921 Madrid, Spain)

  • Daniel Bores-García

    (Department of Physiotherapy, Occupational Therapy, Rehabilitation and Physical Medicine, Faculty of Health Sciences, Universidad Rey Juan Carlos, 28921 Madrid, Spain
    Research Group of Humanities and Qualitative Research in Health Science of Universidad Rey Juan Carlos (Hum&QRinHS), Department of Physical Therapy, Occupational Therapy, Rehabilitation and Physical Medicine, Universidad Rey Juan Carlos, 28922 Madrid, Spain)

  • José Manuel Delfa-de-la-Morena

    (Department of Physiotherapy, Occupational Therapy, Rehabilitation and Physical Medicine, Faculty of Health Sciences, Universidad Rey Juan Carlos, 28921 Madrid, Spain)

  • Nuria Romero-Parra

    (Department of Physiotherapy, Occupational Therapy, Rehabilitation and Physical Medicine, Faculty of Health Sciences, Universidad Rey Juan Carlos, 28921 Madrid, Spain
    LFE Research Group, Department of Health and Human Performance, Faculty of Physical activity and Sports Science, Universidad Politécnica de Madrid, 28040, Madrid, Spain)

Abstract

This mixed-method study examined the impact of combining virtual reality (VR) and gamification (GAM) with the practice teaching style (PTS) on students’ motor skills and perceived effort in physical education. Participants ( n = 75) were divided into three groups: PTS (control), PTS + GAM and PTS + GAM + VR. Each group had two one-hour sessions per week for six weeks. Participants’ motor skills and perceived effort were evaluated quantitatively and qualitatively using tests such as the SportComp Motor, flamingo and plate-tapping tests, as well as the handgrip strength test and the Pictorical Children’s Effort Rating Table. The results indicate that the PTS group reported a higher perceived effort compared to the other groups ( p < 0.001). All study groups exhibited improvements in the handgrip strength ( p < 0.001) and flamingo ( p < 0.05) tests, while lateral jump test improvements were observed only in the two GAM groups ( p < 0.001). The VR group showed an improvement in the plate-tapping tests ( p < 0.001), while the PTS group exhibited a decline in the displacement with support test ( p < 0.05). Participant perceptions suggest that the activity nature, motivation from competition and rewards influenced the perceived effort and motor skills. In conclusion, GAM techniques are effective in reducing perceived effort in physical education programs, and combining GAM with VR enhances improvements in motor skills.

Suggested Citation

  • Diego Fernández-Vázquez & Víctor Navarro-López & Roberto Cano-de-la-Cuerda & Domingo Palacios-Ceña & María Espada & Daniel Bores-García & José Manuel Delfa-de-la-Morena & Nuria Romero-Parra, 2024. "Influence of Virtual Reality and Gamification Combined with Practice Teaching Style in Physical Education on Motor Skills and Students’ Perceived Effort: A Mixed-Method Intervention Study," Sustainability, MDPI, vol. 16(4), pages 1-15, February.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:4:p:1584-:d:1338490
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    References listed on IDEAS

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    1. Rosa Ortiz-Gutiérrez & Roberto Cano-de-la-Cuerda & Fernando Galán-del-Río & Isabel María Alguacil-Diego & Domingo Palacios-Ceña & Juan Carlos Miangolarra-Page, 2013. "A Telerehabilitation Program Improves Postural Control in Multiple Sclerosis Patients: A Spanish Preliminary Study," IJERPH, MDPI, vol. 10(11), pages 1-14, October.
    2. Jose Mora-Gonzalez & Isaac J. Pérez-López & Irene Esteban-Cornejo & Manuel Delgado-Fernández, 2020. "A Gamification-Based Intervention Program that Encourages Physical Activity Improves Cardiorespiratory Fitness of College Students: ‘The Matrix rEFvolution Program’," IJERPH, MDPI, vol. 17(3), pages 1-11, January.
    3. Jacek Polechoński & Katarzyna Nierwińska & Barbara Kalita & Piotr Wodarski, 2020. "Can Physical Activity in Immersive Virtual Reality Be Attractive and Have Sufficient Intensity to Meet Health Recommendations for Obese Children? A Pilot Study," IJERPH, MDPI, vol. 17(21), pages 1-14, November.
    4. Alberto Ferriz-Valero & Ove Østerlie & Salvador García Martínez & Miguel García-Jaén, 2020. "Gamification in Physical Education: Evaluation of Impact on Motivation and Academic Performance within Higher Education," IJERPH, MDPI, vol. 17(12), pages 1-16, June.
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