Increase grit and learning satisfaction in physical education among student-athletes: augmented reality Learning is the Solution?

This study aims to investigate the effect of using augmented reality (AR) on increasing the level of grit and learning satisfaction among student-athletes. We adopted mixed-methods sequential explanatory design. A total of 40 student-athletes, participants were allocated into control group (CG, n = 20), and experiment group (AR, n = 20). The results of quantitative research based on the Paired sample t-test show that there are significant pre- and post-test differences in CG (p < 0.050, and AR (p < 0.05) in grit and satisfaction. At the same time, the results of 2-Way ANOVA show that there is an effect of time on the variables grit (CoI [p < .001, η²p = 0.810], PoE [p < .001, η²p = 0.837] and satisfaction (TaI [p < .001 , η²p = 0.812], PT [p < .001, η²p = 0.726], TP [p < .001, η²p = 0.649 ], IP [p < .001, η²p = 0.796], there is a group effect on the grit variable (CoI [p < .001, η²p = 0.488], PoE [p < .001, η²p = 0.451] and satisfaction (TaI [p = 0.025, η²p = 0.126], PT [p = 0.011, η²p = 0.159], IP [ p = 0.048, η²p = 0.099], but not found in the TP variable (p = 0.079, η²p = 0.079), and there was an interaction between grit (CoI [p < .001, η²p = 0.707], PoE [p < .001, η²p = 0.718], and satisfaction (TaI [p = 0.031, η²p = 0.117], but there was no interaction on PT [p = 0.113, η²p = 0.065 ], TP [p = 0.638, η²p = 0.006], IP [p = 0.565, η²p = 0.009]. While qualitative findings showed that student-athletes argued that AR has an advantage to create an interactive, interesting, and easy to use learning program to learn various skills in sports. Based on quantitative and qualitative research findings we conclude that integrated AR in PE is a powerful way to increase aspects of grit and learning satisfaction among student-athletes. Keywords: Technology teaching; Grit, Learning satisfaction, Physical education