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

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

doi:10.3390/educsci14030291

Cited by 8 publications

(3 citation statements)

References 64 publications

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“…In addition to the above, FGDs are lately attracting the attention of educational researchers [37][38][39]. Our attempt in the present research showed that focus groups could be a means to study experts' ideas of critical educational issues, and this discussion could contribute to understanding educational situations.…”

Section: Conclusion and Recommendationsmentioning

confidence: 71%

Schools’ Challenges in Distance Learning during Emergency Education: Focus Group Methodology

Daher

2024

Education Sciences

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The present research uses the focus group discussion methodology to report the challenges met by the educational system in distance education during emergency education. It shows the different potentialities of this use. In doing this, it studies the practices used by schools during emergency education. Furthermore, the research verifies the suggestions given by a group of educationists to cope with challenges in emergency education. A focus group of nine participants met in the frame of a Ph.D. course to discuss the issues in which the present research is interested, and the number of discussion sessions was four. The research results indicated that the reasons varied for agreement and disagreement in the FGDs, where these reasons were mostly experience-based, perception-based, affiliation-based, inconsideration-based, compromise-based, and suggestion-based. Moreover, the types of agreement and disagreement were mostly complementary, vis-à-vis agreement-with-objection and agreement-with-advancement. The facilitator performed the following different functions: (1) initiator, (2) caring about the different voices in the FGD, and thus encouraging equity in the FGD, (3) making the discussion smooth, (4) advancing the discussion, (5) and orchestrating the discussion. In addition, the discussion of the participants addressed challenges related to the teachers, to the Ministry of Education, and to the resources. The schools’ and the Ministry of Education’s practices included different actions in an attempt to overcome the challenges of distance education: holding workshops related to distance education, suggesting the schools as places for the teachers to teach their online lessons, and making declarations for the public and families. The suggestions given by the participants to maintain and improve online learning included communicating with the students and holding workshops for the professional development of teachers at regular times. Close relationships between the Ministry of Education, the schools, and the parents were recommended in order to maintain an acceptable level of distance education.

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Section: Conclusion and Recommendationsmentioning

confidence: 71%

Schools’ Challenges in Distance Learning during Emergency Education: Focus Group Methodology

Daher

2024

Education Sciences

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“…La sesión se dividía en una primera parte de explicación, una parte central de realización de dos actividades y una parte final de otorgación de puntuación y toma de decisiones en equipo. Esta intervención formó parte de un estudio más amplio en el que, en otros grupos, se utilizaba la realidad virtual junto con el sistema PBL para analizar su repercusión en factores como el esfuerzo percibido, la mejora de habilidades perceptivo-motrices y la satisfacción hacia la educación física, entre otros (Bores-García et al, 2024;Fernández-Vázquez et al, 2024).…”

Section: Desarrollo De La Propuestaunclassified

El uso del sistema PBL a través del estilo de enseñanza de práctica en Educación Física para aumentar la motivación: propuesta didáctica en Educación Secundaria (The use of PBL system through the practice teaching style in Physical Education to increase motivation: a didactic proposal in Secondary Education)

Delfa-DeLaMorena,

Bores-García,

Cano-de-la-Cuerda

et al. 2024

Retos

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Utilizando como referencia la Teoría de la Autodeterminación con su exposición de las tres necesidades psicológicas básicas, la literatura sobre los estilos de enseñanza y las metodologías activas, se detalla una propuesta didáctica que utiliza el sistema Points, Badgets and Leaderboards (PBL) para la asignatura de Educación Física basada en el universo de Avatar. Esta intervención se llevó a cabo en un centro de educación secundaria de Madrid (España) con alumnado de segundo de ESO, al término de la cual se obtuvo información por parte de algunos de los participantes, a través de entrevistas personales, sobre aspectos relacionados con el sentimiento de competencia, el trabajo en equipo, la temática utilizada y el sistema de reparto de puntos. La sensación de novedad y el sentimiento de pertenencia a un grupo parecen haber sido los dos elementos clave en el aumento de la motivación en el alumnado durante la intervención, al mismo tiempo que se discute la escasa repercusión motivacional de otros factores como la temática elegida o el sistema de puntuación. Palabras clave: PBL; Educación Secundaria; Educación Física; Motivación; Teoría de la Autodeterminación. Abstract. Using as a reference the Self-Determination Theory with its exposition of the three basic psychological needs, the literature on teaching styles and active methodologies, a didactic proposal using the Points, Badgets and Leaderboards (PBL) system for the subject of Physical Education based on the universe of Avatar is detailed. This intervention was carried out in a secondary school in Madrid (Spain) with students in the second year of ESO, at the end of which information was obtained from some of the participants, through personal interviews, on aspects related to the feeling of competence, teamwork, the subject matter used and the system for distributing points. The sense of novelty and the feeling of belonging to a group seem to have been the two key elements in increasing student motivation during the intervention, while at the same time the low motivational impact of other factors such as the chosen subject matter or the scoring system is discussed. Keywords: PBL; Secondary Education; Physical Education; Motivation; Self-Determination Theory.

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“…Gross motor abilities are those that require the use of big muscles. One area of development that parents and instructors must focus on in the process of a child's growth and development is gross motor skills (Bores-García et al, 2024). A youngster engaging in gross motor activities uses their hands, feet, and entire body as muscles.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Zig-Zag Running Games on Gross Motor Skills of Early Childhood Group B at Paud IT Auladuna 1 Bengkulu City

Imel,

Delrefi,

Fitriana

2024

JUNIOR

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Finding out how zigzag running games affect young children's gross motor abilities is the goal of this study. Researchers employed quantitative research, or pseudo-experimental methodology. The youngsters in group B at PAUD IT Auladuna 1 Bengkulu City comprised the study population. Using random sampling, 36 children from classes B2 and B5 made up the research sample. There was testing done on the data gathering method. This data analysis method applied the t test. As expected, during the teaching and learning process, the control class learning with body exercise center games had an average value of 70.00, but the zig-zag running game had an average value of 85.56.At a significance level of 0.05, the hypothesis test results indicate that tcount> ttable is 3.909> 1.691. This indicates that, in comparison to the control class, the experimental class receiving the treatment experiences a notable change in value. The findings indicate that group B early childhood students at PAUD IT Auladuna 1 Bengkulu City had improved gross motor abilities as a result of playing zigzag running games. It is recommended that (1) educators utilize it as a substitute for instruction to help early childhood students' gross motor abilities grow and (2) future researchers use it as an inspiration to conduct research and play other games to help kids improve their gross motor skills.

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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

Cited by 8 publications

References 64 publications

Schools’ Challenges in Distance Learning during Emergency Education: Focus Group Methodology

Schools’ Challenges in Distance Learning during Emergency Education: Focus Group Methodology

The Effect of Zig-Zag Running Games on Gross Motor Skills of Early Childhood Group B at Paud IT Auladuna 1 Bengkulu City

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