Effectiveness of Virtual Reality-Based Immersive Learning in Improving Basic Volleyball Skills in Physical Education

DOI

10.2991/978-2-38476-591-1_24How to use a DOI?

Keywords

Virtual Reality; immersive learning; physical education; volleyball skills; motor learning; sport technology

Abstract

The integration of immersive technology into physical education has emerged as an innovative approach to enhance motor skill acquisition, student engagement, and interactive learning experiences in sports instruction [1], [2]. This study aimed to develop and evaluate the effectiveness of a Virtual Reality (VR)-based immersive learning application for teaching fundamental volleyball techniques in physical education courses. The research employed a Research and Development (R&D) framework integrated with a quasi-experimental one-group pretest–posttest design. Twenty-five undergraduate students were selected through purposive sampling to participate in the intervention program. The developed VR application simulated essential volleyball techniques, including serving, passing, and blocking, within a three-dimensional interactive environment designed to improve psychomotor performance, spatial awareness, and movement coordination. Data were collected using a standardized basic volleyball skill assessment instrument that measured technical accuracy, movement execution, and coordination ability. Statistical analysis was conducted using paired sample t-tests to determine differences between pretest and posttest scores, while Cohen’s d was employed to examine the magnitude of the intervention effect. The findings demonstrated a substantial improvement in students’ volleyball performance following the implementation of VR-based immersive learning. The mean pretest score increased from 64.20 to 82.75 in the posttest phase. Inferential statistical analysis revealed a significant difference between pretest and posttest results (t = 9.12, p < 0.001), indicating that the VR intervention positively influenced students’ mastery of basic volleyball skills. Furthermore, the calculated effect size (Cohen’s d = 1.82) indicated a strong practical effect, suggesting that immersive VR learning provides meaningful contributions to motor learning outcomes. These results support previous studies emphasizing the pedagogical benefits of immersive technologies in sports education, particularly in improving skill repetition, learner motivation, and active participation [3], [4]. The VR-based instructional model offers an engaging and student-centered learning environment that facilitates experiential learning and enhances psychomotor competence. Therefore, integrating Virtual Reality into physical education instruction can serve as an effective alternative teaching strategy for developing fundamental sports skills and advancing technology-enhanced learning in sport science education.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Asep Suharta
AU  - Amir Supriadi
AU  - M. Irfan
AU  - Suharjo
AU  - Bangun Setia Hasibuan
PY  - 2026
DA  - 2026/06/24
TI  - Effectiveness of Virtual Reality-Based Immersive Learning in Improving Basic Volleyball Skills in Physical Education
BT  - Proceedings of the 2nd International Conference of Sport Science, Sport Coaching Science, and Physical Education, and Recreation 2025 (ICOSSCOPER 2025)
PB  - Atlantis Press
SP  - 242
EP  - 254
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-591-1_24
DO  - 10.2991/978-2-38476-591-1_24
ID  - Suharta2026
ER  -