Enhancing teaching skills of physical education teachers in the Sultanate of Oman through augmented reality strategies: A comprehensive feedback-based analysis

Abstract The text presents a comprehensive study exploring the impact of an augmented reality educational program on the teaching skills of physical education instructors in Oman. Employing an experimental approach, the research involved an experimental group using the augmented reality program and a control group using traditional methods. Data collection encompassed intelligence tests, teacher evaluations, and observations.Results reveal the augmented reality program’s positive effect on teaching skills, particularly in planning and implementation. Noteworthy factors include simulation, learner engagement, and audiovisual elements, all enhancing teaching abilities. The program effectively enhanced the overall teaching and learning experience, fostering interactivity and efficiency.Recommendations propose practical integration of augmented reality in physical education, focusing on modern methods and motor skill-centric environments. Encouraging teacher professional development for augmented reality use is also advised. In essence, the study underscores augmented reality’s potential as a valuable tool for elevating teaching skills and enriching education. It highlights the transformative potential of immersive technology, foreseeing improved educational outcomes through interactive engagement.

augmented reality's potential as a valuable tool for elevating teaching skills and enriching education.It highlights the transformative potential of immersive technology, foreseeing improved educational outcomes through interactive engagement.

Introduction and context of the problem
The rapid and diverse technological advancements are reshaping education, influencing various dimensions of the learning process.With technology deeply integrated into all aspects of daily life, its profound impact is particularly pronounced in teaching and learning.This interconnected realm involves teachers, learners, teaching materials, and content delivery methods (Al-Dulaimi & Al-Sinani, 2022).As information technology advances, innovative learning methodologies have emerged, providing learners the flexibility to access education beyond traditional constraints of time and location.This era has seen the prominence of computers in education, harnessing their ability to effectively convey information (Al Sinani, 2018, 2019).
Augmented reality (AR) technology, a significant stride in computer-based education, leverages sound and animated two-or three-dimensional images to simulate environments, bridging real and imaginary realities (Al-Sinani & Abul Fadl, 2021).AR's potential to construct enhanced environments aligns with the rapid evolution of education in the digital age.Michael (2006, p. 38) characterizes augmented reality as simulated reality, creating scenes that allow real-time engagement.Utilizing AR in education, as emphasized by Mahmoud Muhammad (2002) and Issam (2022), involves crafting virtual scenarios akin to real-life teaching situations.These scenarios cultivate high-level skill acquisition while minimizing real-world errors.
Studies highlighted by Ali Shaqour underscore how AR technologies immerse learners in educational augmented environments.These technologies establish interactive educational atmospheres that enhance audio-visual instructions, promoting learners' integration into virtual settings, and fostering skill development (Al Sinani, 2020b).Teacher preparation's paramount significance stems from their pivotal role in education (Al Sinani, 2022).The dynamic educational landscape mandates constant adaptation of teacher programs to align with technological advancements (Al Sinani, 2020a).Teaching skills, encompassing various performances facilitating learning, warrant continuous enhancement to fulfill educational objectives (Al Sinani, 2020a).Augmented environments enrich learning experiences by captivating learners' attention through interactive and observational engagement.
The research gap stems from technology's limited integration in physical education, prompting exploration of methods to invigorate motor skill acquisition within Oman's school sports curriculum.This led to designing an AR-based educational program to assess its impact on teaching skills among Omani physical education teachers.Addressing aspects like lesson planning, implementation, and evaluation, this study fills the void regarding AR's effect on teaching skills in physical education.It seeks to contribute to literature and elevate teaching proficiency among Oman's physical education educators.

Aims of the study
The primary aim of this research is to design an educational program utilizing augmented reality technology and examine its impact on specific teaching skills among physical education teachers in the Sultanate of Oman This is done through a questionnaire measuring the level of teaching skills and identifying the impact of augmented reality in developing: − The level of planning skills for a physical education lesson.
− The level of implementation skills for a physical education lesson.
− The level of assessment skills for a physical education lesson

Research hypotheses
Based on the research objectives, the following hypotheses have been formulated by the researchers: There are statistically significant differences in the average scores of the experimental group's pre and post measurements for the teaching skills under study, with the post measurement showing greater improvement.
There are statistically significant differences in the average scores of the control group's pre and post measurements for the teaching skills under study, with the post measurement indicating greater progress.
There are statistically significant differences between the average scores of the post measurements of both the experimental and control groups for the teaching skills under study.

Research plan and procedures
To accomplish the research objectives and test the hypotheses, the researchers implemented the following steps:

Research Aims
This study seeks to design an educational program utilizing augmented reality technology and assess its impact on specific teaching skills among physical education teachers in the Sultanate of Oman.

Justification of Methodology
The experimental approach was chosen due to its suitability for assessing the causal relationship between the augmented reality program and teaching skill development.By employing both experimental and control groups, the study aims to compare the effectiveness of the program against traditional teaching methods.

Sample Size
The research population consists of 68 physical education teachers in Oman during the academic year 2022/2023.A purposive sample of 20 teachers was selected, ensuring representation from both experimental and control groups.While the sample size is relatively small, it was selected deliberately to maintain control and enhance internal validity.Conditions for selecting the research sample.To be a physical education teacher, A teacher with a bachelor's degree in education, and they must have practiced the profession for more than 5 years.

Validity of Tools
Several tools were used, including an intelligence test and a teacher evaluation form.The intelligence test ensures cognitive abilities are comparable between groups.The observation checklist facilitates objective assessment of teaching skills.Pilot testing ensured tool reliability, while observer training minimized subjectivity.

Educational Program Design
The augmented reality-based program was meticulously designed, simulating real-life teaching scenarios.The program aimed to enhance planning, implementation, and evaluation skills through immersive, interactive content delivery.Input from physical education teaching experts validated the program's authenticity.

Research Procedures
The proposed educational program consisted of two weekly sessions for each group, spanning eight weeks.Data collection involved pre and post measurements, including the intelligence test and the observation checklist during teaching sessions.The comparison of pre and post measurements allowed for the assessment of skill improvement.

Ethical Considerations
The research prioritized ethical principles, ensuring participant consent and confidentiality.Participants were informed about the research's purpose and methodology.The program's impact was intended for skill enhancement, benefiting both teachers and students.

Limitations
The study was conducted during the academic semester 22/23, spanning from October to December 2022.The chosen duration allowed for an eight-week program that aimed to assess the impact of the augmented reality (AR) program on teaching skills among physical education teachers.
The study is limited by its small sample size and potential for selection bias.The short duration of the program may affect the depth of skill development.Additionally, external factors beyond the program's control might influence the results, and generalizability might be limited due to the specific context of Oman's education system.

Data Collection Tools and Reliability
The researchers utilized a variety of tools to collect data for their study, ensuring comprehensive data collection and reliable results.These tools

Restameter Device
This device was employed to measure participants' height in centimeters (cm) and weight in kilograms (kg).These measurements were likely considered as potential variables that could impact teaching skills or research outcomes.

Computers and Multimedia Devices
These tools were used to deliver the augmented reality educational program.Computers and multimedia devices enabled interactive content presentation, enhancing the development and assessment of teaching skills.

Intelligence Test
The researchers used an intelligence test translated by Ahmed Salama and Abd al-Salam Abd al-Ghaffar.This test evaluated participants' cognitive abilities and intellectual aptitude, ensuring baseline cognitive skills were comparable among groups.
2.11.2.Observation Checklist.The researchers designed an observation checklist to assess teaching skills in planning, implementation, and evaluation.This checklist facilitated objective evaluation of participant performance during teaching sessions.

Reliability Considerations
The researchers implemented measures to enhance data collection tool reliability: 2.11.4.Pilot Testing.Tools underwent pilot testing on a small group before the study.This ensured tool effectiveness and allowed necessary adjustments for reliability and validity.
• Clear Instructions: Participants received clear instructions on tool usage and test completion.
Standardized instructions minimized data collection variability.
• Training Observers: For the observation checklist, observers underwent training to ensure consistent and accurate skill assessment.Training minimized subjectivity in evaluations.
• Validity and Calibration: Researchers validated the observation checklist to accurately measure teaching skills.Calibration sessions aligned observer evaluations, enhancing consistency.
• Data Analysis :Statistical techniques analyzed data to ensure reliability.Inter-rater reliability calculated for the observation checklist, if multiple observers were involved.
In conclusion, the researchers effectively employed equipment, tools, and tests to collect data on the augmented reality educational program's impact on teaching skills.Pilot testing, clear instructions, observer training, and proper data analysis enhanced data collection tool reliability.

Educational program using augmented reality technology
The researchers prepared an educational program utilizing augmented reality technology, which is detailed in This program encompasses the following elements: • Program objectives • Required resources for program implementation • Teaching methods employed in program implementation • General framework for program implementation • Distribution of program time • Proposed evaluation method for the program The educational program using augmented reality technology, developed by the researchers, followed several key steps in its design:

Program objective
The objective of the educational program using augmented reality technology is to assist teachers in developing their teaching skills in physical education (planning, implementation, and evaluation) through computer-assisted physical education lessons.

Program purposes
To enable teachers to acquire teaching skills in planning, implementation, and evaluation.
To enhance teachers' retention of actions and tasks through visual exposure.
To promote teachers' understanding of proper practice for the targeted teaching skills.

Program content
The educational program utilizing computer-assisted augmented reality technology encompasses the teaching skills under examination (planning, implementation, and evaluation).It achieves this by designing a virtual learning environment that closely resembles real-life scenarios through the use of software animation, three-dimensional graphics, and screen-based visuals.The researchers employed three-dimensional graphics programs, combining two-dimensional and threedimensional graphics, to create educational scenes that closely resemble video clips of actual reality.These scenes cover various aspects, starting from lesson preparation and concluding with the school premises and playground, where teachers engage in the teaching process.To ensure the program's validity for implementation, the researchers sought the expertise of a group of specialists in the field of physical education teaching.These experts also received the teaching skills evaluation form.Their feedback was obtained through an expert opinion survey form.

General framework for implementing the proposed program
The proposed educational lessons for the teaching skills under study were structured as follows: two lectures per week for each group, with each lecture lasting 120 minutes, in accordance with the designated class duration in the study plan.This schedule amounted to eight lectures per month, aligning with the field training period, which required four hours of weekly engagement, equivalent to two lectures.The proposed educational program spanned eight weeks, resulting in a total of 16 lectures throughout the program duration.

Discussion of the results
The research findings will now be presented and discussed in accordance with the research hypotheses in the following order: Hypothesis 1: There are statistically significant differences between the averages of the pre and post-measurements of the experimental group in some teaching skills (under study) in favor of the post-measurement.
Hypothesis 2: There are statistically significant differences between the averages of the pre and post-measurements of the control group in some teaching skills (under study) in favor of the postmeasurement.
Hypothesis 3: There are statistically significant differences between the averages of the two postmeasurements of the experimental and control groups in some teaching skills (under study).
Based on Table 1, it is evident that there are statistically significant differences between the mean values of the pre and post-measurements of the experimental group that utilized the software developed with augmented reality technology in the teaching skills under study.These differences are in favor of the post-measurement, indicating an improvement in the teaching skills after the implementation of the educational program.Based on the results presented in Table 2, it is evident that there are statistically significant differences between the means of the pre and post-measurements of the control group, which utilized the traditional teaching method (explanation and model), for the teaching skills under study.These significant differences favor the post-measurement, indicating an improvement in the teaching skills after the intervention.
There are statistically significant differences between the two experimental groups that use the software prepared with augmented reality technology and the control group that uses the traditional method in the skills of (planning and implementation) in favor of the experimental group and in the skill of (evaluation) in favor of the control group.Table 4.
The experimental group showed a higher percentage change in teaching skills compared to the control group for all the skills under study.
The educational program using augmented reality technology had a positive impact on improving the teaching skills of the experimental group.
The control group, although showing some improvement, had a slightly lower percentage change in teaching skills compared to the experimental group.

Second: Interpretation and discussion of the results
The results of the research, as shown in (Table 1), indicate that there are statistically significant differences between the means of the pre and post-measurements of the experimental group that used the software prepared with augmented reality technology in the teaching skills under study, favoring the post measurement.The calculated (T) value is greater than the tabular (T) value at the 0.05 significance level, indicating that the proposed program using augmented reality technology has a significant positive impact on the development of the teaching skills under study.
The researchers attribute this result to the unique characteristics of the proposed program using augmented reality technology.The program successfully captured the learners' attention through the immersive and interactive nature of augmented reality.The use of colorful images, realistic simulations, and engaging visual and auditory elements created an educational environment that closely resembled real-life scenarios.This immersive experience facilitated active participation and understanding of the teaching skills, leading to improved learning outcomes.This finding aligns with the observations made by Ali Shaqour (2022) regarding the benefits of virtual reality technology in education.The augmented environment created by the program provided an interactive and engaging atmosphere that attracted learners' attention and enhanced their learning experience.By allowing learners to observe and enjoy the educational material before practice, augmented reality technology facilitated a more natural and effective learning process.The three-dimensional representation of objects and the ability to closely examine their relationships helped learners develop a deeper understanding of the subject matter.Additionally, the interactive nature of the augmented environment promoted classroom interactions and enhanced motor skills development.
In conclusion, the research findings support the effectiveness of the proposed educational program using augmented reality technology in improving teaching skills.The immersive and interactive nature of augmented reality contributed to attracting learners' attention, enhancing their understanding, and promoting active engagement with the educational material.The results highlight the potential of augmented reality technology as a valuable tool in education, providing learners with unique and effective learning experiences.
The researchers also attribute the positive results to the way they prepared the educational software for the augmented environment.The simulation method used in presenting the  educational material within the program played a crucial role in engaging learners and creating a sense of immersion and interaction within the educational context.The integration of learners in this new educational environment fostered effective practice of teaching skills.Furthermore, the learners' positive interaction with the program, their ability to operate it, recall programmed information, and the inclusion of sound and visual explanations on the screen contributed to an engaging learning atmosphere.The combination of audio and visual elements attracted learners' attention and facilitated faster learning.This finding is consistent with the studies conducted by Abu Al-Naga (1998b), which emphasized the importance of providing learners with real opportunities to practice educational situations related to teaching skills and the use of modern teaching methods for skill development.
Moreover, the researchers attribute the positive impact of augmented reality technology to the effectiveness of the educational program in improving teaching and learning processes.The technology helped reduce time requirements and effectively conveyed teaching concepts related to the skills under study.The immersive nature of augmented reality enabled learners to retain information by creating vivid mental images of what they observed and learned.This finding aligns with the studies conducted by Williamson and Abraham (1993) and as well as Ayman Mahmoud and Essam El-Din Mohamed (2022), which highlighted the attention-grabbing nature of computerbased educational programs with high-quality graphics and images.These programs provide opportunities for learner-program interaction, presenting a new educational approach for enhancing learning through visually appealing materials.The use of two-dimensional and threedimensional graphics in the program design facilitates a comprehensive educational environment and supports the building of knowledge through visual representations.
In summary, the researchers attribute the positive results to the effective design and implementation of the augmented reality educational program.The simulation method, learner engagement, and the integration of audio and visual elements in the program contributed to improved teaching skills.The use of augmented reality technology proved to be an effective tool in enhancing the teaching and learning experience, reducing time requirements, and creating a visually rich and interactive educational environment.These findings align with previous studies emphasizing the importance of interactive learning methods and the utilization of technology for teaching skill development.
It is evident from the results presented in (Table 2) that there are statistically significant differences between the average scores of the pre and post measurements of the control group, which utilized the traditional teaching method of explanation and modeling, in favor of the post measurement.The calculated (T) value exceeds the tabular (T) value, indicating the effectiveness of this method employed in schools for teaching classes and the positive impact of the teacher's role on students' ability to assimilate the demonstrated teaching behaviors.This encompasses various aspects, starting from the initial classroom interactions to the implementation of teaching behaviors during class instruction and the practical demonstration of teaching skills by the teacher (researcher) throughout the educational period.
The researchers attribute this result to the similarity between the control and experimental groups in terms of the educational environment and the time dedicated to teaching and training processes.Moreover, the presence of the teacher (researcher) played a vital role in providing a clear understanding of teaching behavioral performance and the demonstration of teaching skills during professional tasks.This emphasizes the significance of the teacher's role and their ability to exhibit appropriate teaching behavior.These findings align with the observations made by Abu Al-Naga (2001), who emphasized the pivotal role of teachers in the educational system as the key to success, reform, and development.Similarly, highlighted that the improvement of any aspect of the educational process depends on well-prepared teachers with a strong knowledge base.Essam Haitham Abdel-Majid (2022) also asserted that the teacher is the primary factor determining the success of the educational process in achieving its objectives.
In conclusion, the results indicate the effectiveness of the traditional teaching method employed by the control group, with significant improvements observed in teaching skills.The role of the teacher, their demonstration of proper teaching behavior, and their ability to engage students were crucial factors contributing to the positive outcomes.These findings align with previous research emphasizing the importance of the teacher's role in the educational system and their impact on students' learning and development.
The results presented in Tables 3 and 4) clearly indicate statistically significant differences between the experimental group, which utilized software prepared with augmented reality technology, and the control group, which employed the traditional teaching method of explanation and modeling.Specifically, the experimental group outperformed the control group in the skills of planning and implementation, while the control group showed superiority in the skill of evaluation.
The researchers attribute the superiority of the experimental group in planning and implementation skills to the significance of the educational program developed with augmented reality technology and the educational environment created by the researchers through the software.This program effectively simulated the teaching skills, replicating the reality of the classroom environment.It facilitated advanced thinking in terms of lesson preparation, appropriate teaching behaviors, and strategies for teaching specific skills under various classroom circumstances.Additionally, it encouraged proactive planning and consideration of suitable instructional techniques and tools, particularly when alternative resources are needed due to limited educational resources.These realistic teaching conditions were provided by the program, which distinguished it from the traditional teaching method.Furthermore, when comparing the percentage improvement between the pre and post measurements of the experimental group using augmented reality technology and the control group using the traditional method, the experimental group exhibited higher improvement in planning and implementation skills, while the control group showed greater improvement in the evaluation skill.This further emphasizes the advantages of augmented reality technology in enhancing specific teaching skills and highlights the effectiveness of the traditional method in developing evaluation skills.
In conclusion, the results highlight the significant impact of the augmented reality program on the development of planning and implementation skills in the experimental group.The realistic teaching conditions and interactive learning environment provided by the software contribute to the superior performance of the experimental group.However, the control group demonstrates proficiency in the evaluation skill, suggesting the continued relevance and effectiveness of the traditional teaching method in this aspect.
In addition to the previously mentioned factors, the researchers attribute the statistically significant differences observed in the evaluation skill, favoring the control group, to the active supervision provided by the teacher.The teacher plays a crucial role in constantly observing, criticizing, and correcting any errors made by the learners.The immediate feedback provided by the teacher when errors occur enables prompt correction and learning.The teacher employs various evaluation methods, including observation and the use of a level recording card to measure the specific objectives of the lesson.The teacher also keeps regular reports on the students' performance levels, allowing for ongoing diagnosis and evaluation.This approach ensures that the impact of learning is effectively transferred from the teacher to the learners.The learners, in turn, can apply what they have observed of the teacher's teaching behaviors during their own performance of teaching skills while utilizing the educational program.
Based on the results of the research, the significance of the proposed educational program in developing the teaching skills under consideration becomes evident.The combination of augmented reality technology and the teacher's active supervision and evaluation methods contributes to the overall improvement of teaching skills.The program not only enhances the learners' understanding and application of teaching skills but also fosters a supportive learning environment that facilitates continuous growth and development.

Recommendations
• Implement augmented reality technology programs in physical education lessons and integrate them into the curriculum to enhance the teaching skills of physical education teachers.This technology can provide interactive and engaging learning experiences for students.
• Emphasize the use of modern methods that simulate reality to enhance the teaching of skills in physical education.Design virtual learning environments that allow students to actively participate and share their experiences in the lesson.
• Design learning environments in physical education that focus on enhancing motor skills.Create spaces and activities that encourage students to develop and improve their physical abilities.
• Conduct similar studies using the proposed augmented reality program on different samples to further validate its effectiveness in developing teaching skills.This will contribute to building a strong body of evidence supporting the use of computer programs in education.
• Encourage the use of computer programs in teaching physical education in schools.Provide teachers with training and support to effectively integrate technology into their teaching practices.
• Raise awareness about augmented reality technology and its potential in developing school curricula.Share successful case studies and best practices to inspire other educators and decisionmakers to explore its implementation.
• Provide professional development opportunities for teachers to learn and prepare training programs utilizing augmented reality technology.Help teachers enhance their teaching skills and develop curricula that leverage the benefits of this innovative technology.
By implementing these recommendations, educational institutions can leverage the benefits of augmented reality technology to enhance teaching skills, create engaging learning environments, and improve the overall educational experience for both teachers and students.