Virtual reality as a motivational mechanism for activating the motor activity of students in higher education institutions

Abstract

Abstract: The possibilities of using virtual reality technologies as an innovative tool for increasing motivation for physical activity among students in higher education institutions were considered. The impact of VR programs on the level of engagement, interest, and physical activity of students was analyzed. The results of a pedagogical experiment involving 47 students, divided into experimental and control groups, are presented. The obtained data showed a positive impact of VR technologies on motivational and physical indicators, which confirms the feasibility of their implementation in the physical education system of higher education institutions. The article aims to determine the effectiveness of the use of virtual reality technologies as a motivational mechanism for activating the motor activity of students in higher education institutions and to assess their impact on the physical condition and motivational characteristics of students. Methods. The study used a complex of theoretical and empirical methods, such as analysis and generalization of scientific sources on the use of VR in physical education; a pedagogical experiment lasting 8 weeks; a questionnaire to determine the level of intrinsic motivation; physical fitness testing (Cooper test, Harvard step test); comparative analysis of the indicators of the experimental (n = 20) and control (n = 27) groups; statistical methods of data processing. Results. It was found that the use of VR programs (Beat Saber, Holofit, VR Boxing, VR Fitness Basic) significantly increased students' motivation for physical activity. In the experimental group, an increase in intrinsic motivation indicators by 31–40% was recorded; an improvement in Cooper's endurance test by 10-12%; increase in functional capabilities according to the Harvard step test by 14-17%; increase in class attendance to 92-94%. In the control group, the changes were less significant and amounted to 5-10% according to individual indicators. The results obtained confirm the effectiveness of VR technologies in increasing the level of engagement and activating the physical activity of young students. Conclusions. Virtual reality technologies have significant motivational potential and are able to stimulate the motor activity of students through gamification, emotional immersion, and individualization of the workload. The use of VR simulators in the physical education system of higher education institutions provides a significant increase in the motivational, functional, and physical indicators of students. It also contributes to the formation of a sustainable interest in classes, increasing discipline and involvement, which makes it a promising direction for the modernization of physical education. The results of the study substantiate the need for further development of specialized VR programs for educational needs and studying the long-term impact of VR training on the health and motor activity of students.