Virtual and Augmented Reality in University Sports Pedagogy: A Systematic Review
DOI:
https://doi.org/10.59614/acief62026283Keywords:
Higher education, sports pedagogy, augmented reality, virtual reality, educational technologyAbstract
The integration of virtual reality (VR) and augmented reality (AR) into university-level sports pedagogy training has gained increasing visibility in scientific literature, yet there is no rigorous synthesis integrating the available evidence for this specific field. This study presents a systematic literature review following the PRISMA 2020 protocol, aiming to analyze the state of knowledge regarding the use of VR/AR in university sports pedagogy programs, based on literature published in Scopus between 2015 and 2025. The initial search yielded 263 records, of which nine studies met the inclusion criteria. The results reveal that AR predominates over VR within the corpus (five studies versus two), with four pedagogical approaches identified: simulated and immersive practice, automated biomechanical feedback, visualization of technical content, and simulation of teaching scenarios. Eight of the nine studies report high or moderate pedagogical efficacy, with effect sizes ranging from d = 0.52 to d = 1.02. However, the corpus reveals significant methodological limitations: a predominance of small samples, a lack of longitudinal follow-up, a dispersion of theoretical frameworks, and an absence of Latin American contexts. The study concludes that, while VR and AR constitute pedagogically viable tools for university sports training, the existing evidence remains nascent and requires further research characterized by greater methodological rigor, diverse samples, and explicit theoretical-pedagogical frameworks.
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