Virtual Reality-Based Cooperative Learning in Physical Education: Ways to Improve Physical Performance and Motivation of Students

Abstract

This article aims to explore the potential benefits of a virtual reality platform in cooperative learning. The study involved 48 freshman students in the table tennis class of Xinxiang Medical University. They were divided into control groups (M = 19.48, SD = 0.37) and experimental groups (M = 19.68, SD = 0.51). The Holofit platform and the model of cooperative learning principles served as an influence. The research utilized the Chinese Sport Motivation Scale-II (CSMS-II) and five physical fitness assessment tests as primary instruments. Following the intervention, a discernible reduction of 2.08 in mean scores within the amotivation subscale was observed in contrast to the pre-test. Conversely, positive shifts were noted in external regulation (1.88), introjected regulation (2.20), identified regulation (1.28), integrated regulation (1.48), and intrinsic motivation (1.96) subscales. Intragroup analyses, comparing pre-and post-test results, unveiled significant improvements in physical fitness indicators over six months for both the intervention and control groups. However, upon intergroup comparisons, it was discerned that the intervention failed to yield a statistically significant enhancement in physical performance in comparison to the traditional approach. Statistically significant distinctions were evident between the intervention and control groups across all CSMS-II subscales, signifying a demonstrable positive influence of cooperative learning and virtual reality on motivation for sports participation.