Digital Literacy in Physical Education: Optimising AR for Anatomy Learning

Abstrak

The study focuses on improving digital literacy and anatomical understanding in physical education students at Hamzanwadi University through the use of Augmented Reality (AR). The use of AR as an educational tool in higher education is emerging, especially for visualizing complex topics such as anatomy.

Aims: The aim of the study is to evaluate the effectiveness of optimising AR use in enhancing digital literacy and understanding of the anatomy of the motion system among students in physical education.

Methods: A quasi-experimental design with a pretest-posttest approach was applied, involving 60 students who were purposively selected. The experimental group received AR intervention, while the control group used conventional methods. Data were collected through digital literacy tests, anatomical comprehension tests, and interviews, followed by analysis using descriptive analysis, paired sample t-test, independent sample t-test, and N-Gain analysis.

Results: The study found a significant increase in both digital literacy (from 56.3 to 85.7) and anatomical comprehension (from 52.1 to 89.4) in the experimental group, with a p-value < 0.05. The N-Gain scores were 0.69 and 0.74, respectively, indicating that AR effectively facilitated the visualization and comprehension of anatomical material.

Conclusion: The study concludes that AR is an effective tool for improving both digital literacy and anatomical understanding in physical education. The findings support the integration of digital technologies in higher education curricula, particularly for improving educational strategies in the digital era.