Integrating augmented reality into physical education: a comparative study on traditional and technology-assisted learning approaches

Introduction: The use of technology in physical education is increasingly recognized for its potential to enhance student en-gagement and learning outcomes. Augmented Reality (AR) offers immersive and interactive learning experiences that may improve cognitive, affective, and psychomotor development.Objective: This study aimed to analyze the impact of AR-based learning on cognitive understanding, motivation, and motor skill performance among junior high school students.Methodology: A true experimental Pretest-Posttest Control Group Design was used with 64 students (M = 14.0 years, SD = 1.2), selected through cluster random sampling. Participants were divided into an experimental group (AR-based learning) and a control group (traditional learning). Learning out-comes were assessed using validated cognitive tests, the Physical Education Learning Motivation Questionnaire (PE-LMQ), and standardized psychomotor skill assessments.Discussion: Results showed that students in the AR group experienced significantly greater improvements across all domains. Cognitive scores increased by 23.7 points versus 12.5 in the control group (t = 6.375, p < 0.001). Affective improve-ments were observed in motivation (+0.9 vs. +0.6), engagement (+0.8 vs. +0.5), and attitude (+0.7 vs. +0.4), all statistically significant (p < 0.01). Psy-chomotor improvements included better dribbling (-2.2 sec vs. -1.1 sec), passing-ing and receiving (+2.5 vs. +1.3), and shooting accu-racy (+23.8% vs. +13.1%), with p < 0.001.Conclusion: AR-based learning proved more effective than traditional methods in enhancing comprehension, motivation, and motor skills. Its integration into physical education curricula is recommended to support innovative and impactful learning.