@article{10.11648/j.ijiis.20231203.12,
  author = {Mohammed Asim Ghazi and Alaa Marzouk Fathy Marzouk and Basant Mohamed Abouelfadel},
  title = {The Effect of Augmented Reality (AR) on Improving the Educational Process for Some Basic Skills in Physical Education},
  journal = {International Journal of Intelligent Information Systems},
  volume = {12},
  number = {3},
  pages = {49-53},
  doi = {10.11648/j.ijiis.20231203.12},
  url = {https://doi.org/10.11648/j.ijiis.20231203.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijiis.20231203.12},
  abstract = {Augmented Reality (AR) has the potential to greatly enhance the educational process for basic skills in physical education. AR technology can provide a more interactive and immersive learning experience, allowing students to better understand and visualize concepts. It can also offer virtual aids and tutorials, enabling students to practice and improve their skills in a virtual environment. Using AR in physical education can make learning more engaging and enjoyable for students, increasing their interest and motivation to participate in physical activities. Furthermore, AR can provide a contextualized and immersive learning experience, allowing students to learn and practice basic skills in a more realistic and practical manner. Although there are challenges, such as marker detection and usability issues, studies have shown that the use of AR in physical education can be effective in teaching high school students and improving their acquisition of spatially oriented content. AR has been found to enhance performance, content-mastery, and motivation in various educational contexts. It has been particularly effective in education, teaching spatially oriented content in high school physical education, and improving academic performance in pedagogy students. A recent study aimed to investigate the impact of AR on improving basic skills in physical education. The study used a quasi-experimental design with pre-test and post-test measurements and included students from a local elementary school. The results showed that the use of AR led to significant improvements in basic skills, including catching and kicking the ball. The improvements were larger in the group that received the AR-based intervention compared to the group that received traditional physical education lessons. The study also highlighted the various factors that should be considered when deciding which method to use, including effectiveness, advantages, limitations, cost, availability, and training required. Overall, the findings of this study support the use of AR in physical education to enhance the educational process and improve basic skills. AR offers unique opportunities for students to engage with learning materials and practice skills in a more immersive and interactive manner.
},
 year = {2023}
}

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TY  - JOUR
T1  - The Effect of Augmented Reality (AR) on Improving the Educational Process for Some Basic Skills in Physical Education
AU  - Mohammed Asim Ghazi
AU  - Alaa Marzouk Fathy Marzouk
AU  - Basant Mohamed Abouelfadel
Y1  - 2023/11/29
PY  - 2023
N1  - https://doi.org/10.11648/j.ijiis.20231203.12
DO  - 10.11648/j.ijiis.20231203.12
T2  - International Journal of Intelligent Information Systems
JF  - International Journal of Intelligent Information Systems
JO  - International Journal of Intelligent Information Systems
SP  - 49
EP  - 53
PB  - Science Publishing Group
SN  - 2328-7683
UR  - https://doi.org/10.11648/j.ijiis.20231203.12
AB  - Augmented Reality (AR) has the potential to greatly enhance the educational process for basic skills in physical education. AR technology can provide a more interactive and immersive learning experience, allowing students to better understand and visualize concepts. It can also offer virtual aids and tutorials, enabling students to practice and improve their skills in a virtual environment. Using AR in physical education can make learning more engaging and enjoyable for students, increasing their interest and motivation to participate in physical activities. Furthermore, AR can provide a contextualized and immersive learning experience, allowing students to learn and practice basic skills in a more realistic and practical manner. Although there are challenges, such as marker detection and usability issues, studies have shown that the use of AR in physical education can be effective in teaching high school students and improving their acquisition of spatially oriented content. AR has been found to enhance performance, content-mastery, and motivation in various educational contexts. It has been particularly effective in education, teaching spatially oriented content in high school physical education, and improving academic performance in pedagogy students. A recent study aimed to investigate the impact of AR on improving basic skills in physical education. The study used a quasi-experimental design with pre-test and post-test measurements and included students from a local elementary school. The results showed that the use of AR led to significant improvements in basic skills, including catching and kicking the ball. The improvements were larger in the group that received the AR-based intervention compared to the group that received traditional physical education lessons. The study also highlighted the various factors that should be considered when deciding which method to use, including effectiveness, advantages, limitations, cost, availability, and training required. Overall, the findings of this study support the use of AR in physical education to enhance the educational process and improve basic skills. AR offers unique opportunities for students to engage with learning materials and practice skills in a more immersive and interactive manner.

VL  - 12
IS  - 3
ER  - 

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