Immersive technologies and attention to territorial diversity in Physical Education

Maquera-Maquera Y.A.; Condori E.O.; Gonzáles L.Y.B.; Bermejo-Paredes S. · Retos (2024) · DOI: 10.47197/retos.v54.102385

Resumen

A central paradox among Physical Education (PE) teachers consists of how to manage training processes, integrating digital transformation according to needs and teaching-learning contexts. Aim. Understand teaching beliefs about the incorporation of immersive technologies in PE and outline innovative teaching-learning proposals in response to territorial diversity. Method. qualitative-hermeneutic, inductive and open coding by thematic criteria that influenced verification, comparison, identification of regularities and establishment of categories. 12 teachers with high specialization in sports sciences, from various Peruvian territorial areas, participated through discussion groups. Results. The belief of conceiving PE as practical, interactive, affective-emotional in nature stands out, however; According to teachers, the unusual change towards virtual interactions, the incorporation of technology and the exclusion of body language, are defining the training processes by abstract-unequal characters that isolate users from their real contexts, generating more instruction than teacher-student interaction., leaving little room for the creative use of digital content and incorporation of immersive technologies, a situation that can encourage inequalities and exclusions. Conclusion. In the digital era, assuming the area of PE from the territorial perspective and meeting with the student as recognition-valuation, responsibility-commitment, can constitute an epistemological-pedagogical turn, transcendental to create immersive experiences capable of linking an artificial reality and a real one. © Federación Española de Asociaciones de Docentes de Educación Física (FEADEF)

Instituciones: Universidad Nacional del Altiplano