In recent years, information technology (IT) and the Internet have developed rapidly and have gradually been implemented and applied in daily life and work. The integration of digital tools into classroom instruction has become a trend in modern teaching. The draft syllabus for the education program has included “Life Technology” and “Information Technology” to emphasise the use of computer-assisted learning tools in each key learning area to help students learn effectively. However, until now, many teaching materials and tools have been developed for application in traditional academic subjects, and relatively few methods of integrating information technology into teaching have been applied in technical ones. Sport is a field involving a variety of motor skills and techniques that require precision, coordination, and quick learning. Therefore, physical education teachers must undertake the explanation, technical demonstration, and even the practice of movement skills, and the current traditional physical education teaching mode can no longer meet the needs of learners. Physical education scholars are faced with a range of challenges, such as having to research or propose updated physical education strategies and constantly develop educational, innovative, and inspiring teaching content to enhance learning [1,2]. The motivation of this paper is to investigate how information technology is integrated into the sports field, for which the most common method is the “video learning mode”. For example, when teaching tactics, games are recorded for tactical and action analysis so that players or learners can quickly understand response strategies; in competitions, video replays are used to assist judgements, which can help referees make more accurate decisions and fair assessments.

Teachers’ motor skill assessment test: 1. pull the legs forward, 2. tuck the knees forward, 3. kick the opposite side forward, 4. lunge forward, and 5. kick the buttocks and run. The most important movement evaluations are as follows: 1. the correctness of movements, 2. the fluency of movements, and 3. the completeness of movements. These three aspects should be considered to measure the following AR functions:The integration of virtual reality;

AR system design procedure and system functions description: For the AR class textbook software developed, learners need to learn with capital textbooks. When the software is turned on, it will enter the AR space to scan the camera lens to the action skill pictures on the capital textbooks. After completion, a dynamic model will appear. The group and operation interface are classified according to the functional interface displayed after scanning. After pressing the action essentials, the next action button will appear, and learner need to follow the teacher’s instructions to learn the next action skill. Learners need to instruct the teacher for the first time, after watching the model demonstrate the movement skills, fill in the multiple-choice questions on the learning sheet, and complete the learning of each movement skill in the classroom. The AR software developed in this study has the functions of guiding visualization, local action close-up, memory retention, and motivation improvement on the functional interface for learners to learn motor skills and presents the learning problems corresponding to the interface functions.

This research uses the software development kit (SDK) of “Vuforia”, a free AR package released by Qualcomm, and the Unity 3D game engine for development. For 3D presentations, the Xsen MVN motion capture system equipment has been rented from the manufacturer for recording, and the modules have been imported into the Unity 3D game engine for system development. Xsen MVN motion capture system software include MTi series: MT Software Suite; DOT: Xsen DOT SDK, Xsen DOT App; and MVN: MVN Analyze, MVN Animate. Unity 3D provides designers with the ability to design the game environment, write the program script themselves, and integrate the script content with the 3D module to complete the AR software system tool, as shown in Figure 2.

According to Figure 3, the AR functions interface of AR display is divided into four modules. First, zoom in and zoom out; the main purpose is to change the size of the 3D dynamic module. Second, rotate the module left to right; the most important thing is to change the 3D dynamic module viewing angle. Third, the direction key; the most important thing is to adjust the position of the 3D dynamic module in the picture. Fourth, action essentials; give learners key guidance on action skills. 3d model is divided into three modules: virtual reality; improve learning motivation; uniformity of action demonstration.

Digital tools: During the experiment, we provided the learners with a smart tablet phone, the Sony Xperia Ultra C6800 with the Android operating system, as a course mobile device, and with Unity to develop digital teaching materials and action skill videos for the experimental group. Data transmission was carried out through the built-in Wi-Fi, and the built-in 8-megapixel main camera was used for AR scanning. In the control group, the recorded action skills teaching videos were employed as teaching materials, and they were played and studied through smart tablet mobile phones. During the testing process, both groups recorded the classroom teaching process and the teachers’ motor skills evaluations by video and collected qualitative data for the researchers to undertake analysis and comparison.

Textbook satisfaction scale: The purpose of the textbook satisfaction scale was to understand learners’ feelings about using the learning materials designed in this study. The scale contained two aspects: “perceived usefulness” and “perceived ease of use”. The ease of use, font, key size, and screen arrangement satisfaction as well as the various tools and media included elements such as texts, pictures, sounds, and animations [76].

This investigation was carried out with experimental and control groups. The research process structure is shown in Figure 4. The subjects in the two groups had to take the motor skills achievement test before the experiment, while the subjects in the experimental group had to take the motor skills achievement test before the experiment. In addition, they received training in the operation of the mobile device equipment to ensure that the impact of technological obstacles was greatly reduced. They then performed the teaching activity, which involved integrating information technology into physical education. The difference between the experimental group and the control one lay in the learning materials. The experimental group used the AR application software developed and produced by the Unity 3D engine as the learning material. The students were freely able to operate the 3D motor skills module, while the control group employed motor skills teaching videos. The experimental and control groups followed the same process, but the substance of the digital teaching materials provided by the researchers was different. Both groups had the same learning content and teaching objectives.

A covariate analysis was carried out, and the results are shown in Table 3. After excluding the influence of the starting point ability test on the learning effectiveness test, the F value of the first lesson analysis was 1.48, p = 0.25 > 0.05, not reaching a significant level; in the analysis results of the second one, the F value was 15.61, p = 0.000 < 0.05, achieving a significant level.

In terms of an analysis of the attitude motivation scale, the learning motivation of the two groups of subjects was divided into four aspects, including attention, relevance, confidence, and satisfaction, and the results of the two tests will be discussed. In terms of data processing, since the learning motivation scale was measured after the teaching experiment of the two lessons, and the reverse questions were also designed according to the scale, if the subject missed a question in any test, or contradictory results were found for the reverse question, the learning motivation data of the subject were deleted and not counted, so as to increase the accuracy of the analysis results. Therefore, the number of deleted data was 25 for the control group and 25 for the experimental group. The independent sample t-test analysis was carried out on the motivation scales of the two groups, with the t-value, p = 0.002 < 0.05, reaching a significant level; in the analysis results of the two groups regarding the ARCS attitude and motivation scales in the second lesson, the t value p = 0.001 < 0.05, also achieved a significant level. According to the above statistical analysis results, for the ARCS attitude and motivation questionnaire, the overall mean of the two subjects in the experimental group was slightly higher than that in the control group, and the mean was above four. Then, the learning motivation of the two groups of subjects in the two lessons was divided into four aspects, namely attention, relevance, confidence, and satisfaction. The four aspects of the two motivation scales were analysed by an independent sample t-test.

After the two groups of students completed the motor skills learning and achievement test, in order to understand their motor skills learning through different teaching materials, for the motor skills performance, the group exercises were performed according to the teaching content of each lesson, and the teachers’ motor skills evaluation was conducted. Three teachers assigned each learner a score of one to five based on the correctness, fluency, and completeness of each learner’s movements. After the evaluation was completed, the 3 scores were added together (the full score was 15 points), and the total scores of each action of the 3 teachers were averaged. Based on the average total score of each action, for the students in the control group and the experimental group, an independent sample t-test analysis was carried out on the teachers’ motor skill rating scale for the two lessons.

Based on the research goals and experimental results of this study, the purpose of this investigation is to produce an overall summary and explore the reasons why student’s learning effectiveness, motivation, and teaching material satisfaction, as well as teachers’ motor skills evaluations, are influenced by the process of integrating information technology into physical education teaching.

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