Comparison of teaching method based on demonstration and learning with virtual reality technology: Table tennis example

In this study, it was aimed to examine the comparison of the teaching method based on demonstration and learning with virtual reality technology in terms of table tennis branch of the students receiving sports training in the Sports Factory in Tatvan district of Bitlis province. The sample size that can represent the study population of the research consists of 24 students determined by purposeful sampling, taking into account the error amount of 0.05 at %95 confidence interval. The research group consisted of 24 (12 girls - 12 boys) students between the ages of 12-14 years who received table tennis training. The research group consists of two groups; the experimental group consists of 6 girls - 6 boys receiving table tennis training program through virtual reality goggles, and the control group consists of 6 girls - 6 boys receiving table tennis training program with the teaching method based on demonstration. In the research, pre-test post-test control group research design from the experimental research model of quantitative research methods was used. "Personal Information Form" and "Checklist including the training program" prepared by the researcher were used as data collection tools. Table tennis training program was applied to both experimental and control groups for 8 weeks, 3 days a week, 60 minutes a day. In the same training program, one group was provided with learning in a real environment, while the other group was provided with learning in a virtual environment with the same training program. In one training unit, 10-15 minutes of warm-up, 30-40 minutes of training to improve technical-tactical or conditional characteristics were applied and 10-15 minutes of cooling exercises were performed at the end of the training. In the analysis of the data collected in accordance with the purpose of the research, descriptive statistics such as frequency, percentage distribution, arithmetic mean, standard deviation were used through SPSS-22 package program; Paired Sample T-test was used for intra-group comparisons in the research. Significance was accepted as p<0.05. According to the results obtained, in the study conducted to compare the teaching method based on demonstration and learning with virtual reality technology: examining the table tennis example; it was determined that there was a statistically significant difference between the experimental group (in-group) pre-test-post-test values. It was determined that there was a statistically significant difference between the control group (in-group) pre-test-post-test values. In both groups, post-test mean scores were higher than pre-test mean scores in basic stance, forehand drive, backhand drive, forehand serve-receive, backhand serve-receive, forehand smash, backhand smash and match measurements. In addition, it was determined that there was a statistically significant difference between the post-test values of the experimental group (virtual reality) and the control group (demonstration-based teaching method). It was determined that the average scores of the experimental group were higher than the average scores of the control group in the basic stance, backhand drive, backhand serve-receive and match measurements, while there was no statistically significant difference between the forehand drive, forehand drive serve-receive, forehand smach and backhand smach measurements. As a result, it can be interpreted that the training program of the experimental group with virtual reality goggles was more conducive to learning than the teaching method based on demonstration. In addition, it was concluded that the backhand stroke and its types, which are among the table tennis steps with significant differences, require more time and repetition to learn in the real environment, which makes it difficult to apply the movement, while it is easier to apply in the virtual environment through virtual reality glasses, which has a positive effect on learning. Key Words: Primary school students, Table tennis, Virtual reality glasses (VR), Demonstration-based teaching method