Virtual Reality as a Pedagogical Tool to Support Applied Learning in Undergraduate Physical Education

Virtual reality (VR) creates immersive environments that allow students to visualize and engage with complex content in ways difficult to achieve through traditional instructional methods alone. While VR has gained attention in higher education, empirical research in movement-based undergraduate courses remains limited. This mixed-methods study examined the integration of immersive VR in an undergraduate triathlon course, with emphasis on race transitions. Students participated in a blended learning sequence combining VR simulation, guided worksheets, and physical practice. A post-course questionnaire assessed perceived learning, confidence, and cognitive readiness related to transition performance, as well as students’ perceptions of impactful simulation elements and suggestions for improvement. Students reported substantial increases in transition-related confidence and perceived knowledge, along with positive perceptions of usability, immersion, and instructional value. Five qualitative themes emerged: realistic visualization of race contexts, improved understanding of transition rules and efficiency, value of multiple visual perspectives, increased preparedness before physical practice, and design-related suggestions. Simulator-related discomfort was minimal, indicating that short, purposeful VR sessions are feasible. Overall, these findings suggest immersive VR, when embedded within a structured experiential learning framework, may support early-stage motor learning by fostering cognitive readiness and the development of procedural understanding and anticipatory processing in complex, sequenced motor skills. These results have implications for applied kinesiology and undergraduate pedagogy.