Studentiem un darbiniekiem

Htqe.2022.13

https://doi.org/10.22364/htqe.2022.13 | 181-193 | PDF

Instructional Design Map for Immersive Fencing Training in Virtual Reality

Lana Frančeska Dreimane, Zinta Zālīte-Supe
University of Latvia, Faculty of Education, Psychology and Art

Abstract. Education and learning are evolving because of the rapid speed of technological advancement in the 21st Century. Virtual Reality (VR) has emerged as one of the high-potential learning technologies for education and training purposes across a vast range of fields. In sport education VR has been utilised to enable learners to access learning environments and experiences for drill-training, complex conceptualisation and problem-solving skills. This paper presents an instructional design map for developing and improving fencing skills utilising VR technology. This interactive fencing training simulation is aimed to help to develop a solid en garde position, balanced movements, correct weapon and body position, as well as providing tactical advice and support for advanced principles of performance. Fencing is a combat sport where fencers compete in three weapon disciplines. This study focuses on one of these weapon disciplines – the foil. To develop a proposed solution three main tasks were undertaken – study of current scientific literature as well as analysis of existing VR fencing training solutions and expert interviews with professional coaches and the professional athletes. This research addresses the lack of a systematised knowledge base by examining scientific literature and analysing case study experience in order to design the basic criteria that will be used in the development of a VR learning experience for fencing training in an immersive VR environment.

Keywords: education, fencing, instructional design, training, virtual reality

In: Human, Technologies and Quality of Education, 2022. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2022. Rakstu krājums
Riga, University of Latvia, 2022. 1135 p. Ed. L. Daniela
https://doi.org/10.22364/htqe.2022
ISBN 978-9934-18-911-1