A Re-Orientation of Physical Education: A Qualitative Analysis of Augmented Reality Integration in Neuro-Pedagogical Development to Overcome Students' Academic Boredom
Keywords:
Academic Burnout, Augmented Reality, Neuro-pedagogical, Physical Education, Qualitative ApproachAbstract
In this era of digital disruption, mastery of technology-integrated kinesthetic skills is paramount, necessitating innovative pedagogical strategies like immersive technology to sustain student engagement. Traditionally, physical education research has emphasized physical competence, often neglecting academic burnout—a critical factor hindering cognitive and psychomotor development. This study aims to analyze the integration of Augmented Reality (AR) within neuro-pedagogical frameworks to alleviate academic burnout among physical education students. Utilizing a phenomenological qualitative approach, data were collected through in-depth interviews and participant observations concerning the utilization of AR devices. The study explores students' interactions with virtual-physical simulations within the curriculum. Findings indicate that AR significantly fosters cognitive flexibility and psychomotor retention by effectively reducing mental fatigue. However, precise technical scaffolding remains critical; findings suggest that excessive interface complexity is ineffective and potentially distracting for students with low digital literacy. In conclusion, the integration of AR represents a transformative paradigm shift in neuro-pedagogical strategies, offering a sustainable solution to mitigate academic burnout by fostering highly interactive and mentally stimulating learning environments.
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