중등 체육 교사가 바라본 가상현실 자전거 라이딩의 교육적 가치 = The Educational Value of Virtual Reality Bicycle Riding from the View of a Secondary Physical Education Teacher

다국어 초록 (Multilingual Abstract)

The purpose of this study was to explore the educational value of virtual reality bicycle riding in secondary physical education classes. A qualitative research method was used to achieve this purpose of the study. The participants were three secondary physical education teachers with sufficient experience in cycling and virtual riding. Data collection was conducted through in-depth interviews to collect not only the experience necessary for the description and understanding of virtual riding but also a professional opinion based on a sufficient understanding of the curriculum as a school physical education expert. Additionally, in-depth data were collected through observation data in real and virtual reality and document data. Data analysis was conducted through inductive category analysis, which is a general process of qualitative research methods, and in the analysis process, the research was continuously verified by the integrity and ethics of the research. Through this, the following conclusions were drawn based on the results of analysis and interpretation. First, the participants in the study experienced improvements in athletic abilities, a sense of achievement through various challenges, and realistic competition through virtual bicycle riding. Second, it was confirmed that virtual bicycle riding had educational value as a physical education class because it improved physical education competency, physical activity through interest and motivation, and contributed to a stable teaching/learning environment. In this way, virtual bicycle riding can be an alternative to future school physical education which presents a new direction for physical education in an unstable external environment in the post-COVID-19 era. Virtual bicycle riding also contributed to the realization of an enjoyable learning environment through fostering future-leading creative convergence talents and improving the quality of learning experiences. Based on the implications presented by the results of this study, the need for in-depth exploration of students' virtual bicycle riding experience, teaching and learning methods related to virtual bicycle riding and the resulting educational effects, and the need for follow-up research related to the efforts of field physical education teachers were suggested.