The Effect of Virtual Reality-Based Table Tennis Instruction on Attentional Performance in Physical Education

Öz

Purpose: The purpose of this study was to examine the effect of virtual reality (VR)-assisted table tennis instruction on the attentional performance of seventh-grade students in physical education classes.

Method: The study was conducted using a quasi-experimental pre-test-post-test comparison group design. A total of 30 students (15 experimental, 15 comparison) enrolled at a private school in Istanbul participated in the study. Students in the experimental group participated in VR-assisted table tennis sessions for 20 minutes per week over an eight-week period, while the comparison group received traditional (non-VR) table tennis instruction over the same period.

Results: Results revealed a significant group-by-time interaction effect on attentional performance (p = .046). The experimental group demonstrated a 25.98% improvement in attentional performance from pre-test to post-test, whereas the comparison group showed an 18.30% improvement over the same period.

Conclusion: These findings suggest that VR-assisted table tennis instruction is effective in improving the attentional performance of middle school students. The results indicate that virtual reality technology can be utilized not only as a tool supporting motor skill instruction in physical education but also as an innovative pedagogical approach that fosters the development of attentional performance.

Anahtar Kelimeler

• Attentional performance
• physical education
• table tennis
• virtual reality

Beden Eğitimi Dersinde Sanal Gerçeklik Destekli Masa Tenisi Öğretiminin Dikkat Performansına Etkisi

Öz

Amaç: Bu araştırmanın amacı, beden eğitimi dersinde sanal gerçeklik (SG) destekli masa tenisi öğretiminin 7. sınıf öğrencilerinin dikkat performansı üzerindeki etkisini incelemektir.

Yöntem: Araştırma, öntest-sontest karşılaştırma gruplu yarı deneysel desenle yürütülmüştür. İstanbul'daki özel bir okulda öğrenim gören toplam 30 öğrenci (15 deney, 15 karşılaştırma) araştırmaya katılmıştır. Deney grubundaki öğrenciler sekiz hafta boyunca haftada bir kez 20 dakika süreyle SG destekli masa tenisi uygulamalarına katılmış, karşılaştırma grubu ise aynı süreçte geleneksel (SG’siz) masa tenisi öğretimine devam etmiştir.

Bulgular: Bulgular, dikkat performansı açısından grup×zaman etkileşiminin anlamlı olduğunu göstermiştir (p = .046). Deney grubunun dikkat performansı öntestten sonteste %25,98 artarken, karşılaştırma grubunda bu artış %18,30 düzeyinde kalmıştır.

Sonuç: Sonuç olarak, SG destekli masa tenisi öğretiminin ortaokul öğrencilerinin dikkat performansını geliştirmede etkili olduğu belirlenmiştir. Araştırma bulguları, sanal gerçeklik teknolojisinin beden eğitimi derslerinde yalnızca motor becerilerin öğretimini destekleyen bir araç olarak değil, aynı zamanda dikkat performansının geliştirilmesini destekleyen yenilikçi bir öğretim yaklaşımı olarak kullanılabileceğini ortaya koymaktadır.

Anahtar Kelimeler

• Beden eğitimi
• dikkat performansı
• sanal gerçeklik
• masa tenisi

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