Frontiers in sports and active living · 2026
Perceived usability and psychological responses to augmented reality feedback in beginner golf: a mixed-methods pilot study.
СтатьяНазвание и аннотация: Перевод в очереди
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Cheng Guan-Ren, Chiu Wen-Yu
Аннотация
INTRODUCTION: Augmented reality (AR) is increasingly used in physical education, but little is known about learners' psychological responses to AR-assisted visual feedback in beginner golf instruction.
METHODS: This exploratory mixed-methods pilot study examined learner perceptions and preliminary pretest-posttest changes in learning motivation and perceived sources of self-efficacy. Twenty-four undergraduates completed an eight-week multicomponent AR-supported golf program, and six participated in semi-structured interviews. Learning motivation was assessed using ARCS dimensions, and perceived sources of self-efficacy using four Bandura-based dimensions.
RESULTS: Descriptively, overall learning motivation increased by 0.31 [95% CI (0.04, 0.59)], with Cohen's d = 0.49 [95% CI (0.06, 0.91)]. Attention (d = 0.55, Holm-adjusted p = .052) and Relevance (d = 0.51, Holm-adjusted p = .060) showed moderate positive differences but did not reach statistical significance after adjustment. None of the four sources-of-self-efficacy dimensions reached statistical significance after Holm adjustment. Wilcoxon sensitivity analyses showed a broadly similar pattern, although Attention reached statistical significance after adjustment. Interviewed participants generally described the system as useful and easy to operate, particularly for observing, comparing, and adjusting movements.
DISCUSSION: These findings provide preliminary information about learner experiences during AR-supported golf instruction rather than evidence of effectiveness. The small sample, single-group design, multicomponent program, and absence of objective performance measures preclude causal conclusions.
METHODS: This exploratory mixed-methods pilot study examined learner perceptions and preliminary pretest-posttest changes in learning motivation and perceived sources of self-efficacy. Twenty-four undergraduates completed an eight-week multicomponent AR-supported golf program, and six participated in semi-structured interviews. Learning motivation was assessed using ARCS dimensions, and perceived sources of self-efficacy using four Bandura-based dimensions.
RESULTS: Descriptively, overall learning motivation increased by 0.31 [95% CI (0.04, 0.59)], with Cohen's d = 0.49 [95% CI (0.06, 0.91)]. Attention (d = 0.55, Holm-adjusted p = .052) and Relevance (d = 0.51, Holm-adjusted p = .060) showed moderate positive differences but did not reach statistical significance after adjustment. None of the four sources-of-self-efficacy dimensions reached statistical significance after Holm adjustment. Wilcoxon sensitivity analyses showed a broadly similar pattern, although Attention reached statistical significance after adjustment. Interviewed participants generally described the system as useful and easy to operate, particularly for observing, comparing, and adjusting movements.
DISCUSSION: These findings provide preliminary information about learner experiences during AR-supported golf instruction rather than evidence of effectiveness. The small sample, single-group design, multicomponent program, and absence of objective performance measures preclude causal conclusions.