The Effect of Elementary School Soccer Instruction Using Virtual Reality Technologies on Students’ Attitudes toward Physical Education and Flow in Class

We analyzed the effects of an elementary school soccer class using virtual reality technology on students’ attitudes toward physical education class and the influence on class flow. The data from 113 elementary school students from Seoul and Gyeonggi-do were analyzed. Students were divided into groups that received either virtual reality or traditional classes (e.g., playing on a playground). Data were analyzed with three-way analyses of variance. Results revealed that students who participated in the virtual reality classes had more confidence, concentration, and experienced more flow (specifically, attention to PE class, integration of ability, challenge, and sense of control) than students who participated in the traditional class. This suggests that virtual reality technology positively affected students’ attitudes and flow. In subsequent research, it is necessary to develop and disseminate a variety of virtual reality sports programs and to conduct studies with students from various grade levels.


Introduction
Faced with the rapidly changing era of the Fourth Industrial Revolution, several efforts have been made to prepare for changes in various parts of the world, and the field of physical education (PE) has also undergone changes [1]. Specifically, physical educators must develop and use technology effectively when educating students [2]. However, since most PE teachers-from elementary school to university-tend to mainly demonstrate and practice in front of students, most students participate in PE classes passively [3]. Additionally, environmental problems such as a lack of a budget for playgrounds and indoor gymnasium facilities are often mentioned in most Korean schools [4].
Moreover, in outdoor PE activities, not only facilities but also weather and fine dust are key obstacles. Recently, rain, drought, heatwaves, and cold weather have negatively affected PE classes [5]. To solve these problems, many educational experts have offered various alternatives in PE, including technological innovations [6].
Research using VR [7][8][9][10] is actively underway in various sports such as dance and ballet. These studies show that the use of VR is more effective than other technological attempts in terms of providing a level of guidance, mode of communication, and type of feedback to users. Therefore, it is necessary to study how VR affects students in school PE that are taught through sports.
Little research has been conducted on PE class using VR. A study on the current status and development plan of an ICT-convergence PE class using a VR sports room by Park and his colleagues [11] showed that classes using VR can provide an educational environment suitable for digital native students and solve the problem of the lack of sports facilities. Chang and his colleagues examined the use of VR in PE, and they mentioned that the use of VR is advantageous in that the learner receives customized education. Additionally,

Research Hypotheses
(1) Students participating in soccer classes using VR technology and traditional soccer classes will have differing interests.
(2) Students participating in soccer classes using VR technology and traditional soccer classes will have differing confidence and concentration levels.
(3) Students participating in soccer classes using VR technology and traditional soccer classes will have differing consistency between behavior in class and consciousness, selfdirected experience.
(4) Students participating in soccer classes using VR technology and traditional soccer classes will have differing attention levels to PE classes. (5) Students participating in soccer classes using VR technology and traditional soccer classes will have differing levels of integration in PE classes. (6) Students participating in soccer classes using VR technology and traditional soccer classes will have differing levels of challenge and sense of control.

Research Site
The experimental group, "A" elementary school, set up a VR sports room in January 2020 and has used it in PE classes since March. The control group, "B" elementary school, mainly uses the playground in PE classes and the gymnasium on the days when the weather or fine dust is an issue.

Components and Specifications of the VR Sports Room
The components and specifications of the VR sports room are shown in Figure 1 and Table 1. Table 1. Specifications of the virtual reality sports room.

Component Name
Specifications Picture

3X vision system
Object recognition method: -Image processing method using three information provider cameras Object recognition accuracy -Object motion: 99% or more -Speed: 95% or more -Position coordinates: 98% or more Recognition scope (area) -Adjust according to conditions of actual installation site Camera -Resolution: 640 × 480 -Frame rate: 180 frames per second Illumination unit: direct current 12 V, 3 A/IR lamp Power supply unit: 12 V, 20 A, 240 W Figure 1. Components of the virtual reality sports room.   The VR program used in this study provided the results of the learner's performance using speech and visual numbers. For example, in practice taking long-distance shots, it informed participants of how many meters they had kicked the ball, and in free kick and penalty kick practice, it informed participants whether they made a goal. Furthermore, the program showed the participants how many points they had made based on the bullseye in the precision shooting practice. The VR program used in this study provided the results of the learner's performance using speech and visual numbers. For example, in practice taking long-distance shots, it informed participants of how many meters they had kicked the ball, and in free kick and penalty kick practice, it informed participants whether they made a goal. Furthermore, the program showed the participants how many points they had made based on the bullseye in the precision shooting practice.  The VR program used in this study provided the results of the learner's performance using speech and visual numbers. For example, in practice taking long-distance shots, it informed participants of how many meters they had kicked the ball, and in free kick and penalty kick practice, it informed participants whether they made a goal. Furthermore, the program showed the participants how many points they had made based on the bullseye in the precision shooting practice. 2020 and has used it in PE classes since March. The control group, "B" elementary school, mainly uses the playground in PE classes and the gymnasium on the days when the weather or fine dust is an issue.

Components and Specifications of the VR Sports Room
The components and specifications of the VR sports room are shown in Figure 1 and Table 1.   The VR program used in this study provided the results of the learner's performance using speech and visual numbers. For example, in practice taking long-distance shots, it informed participants of how many meters they had kicked the ball, and in free kick and penalty kick practice, it informed participants whether they made a goal. Furthermore, the program showed the participants how many points they had made based on the bullseye in the precision shooting practice.

Participants
The population of this study is a grade-five group in elementary school. Using convenience sampling, we selected 120 grade-five students from two elementary schools in Seoul and Gyeonggi-do. The data from 113 respondents, excluding data from seven students who were double-respondents, non-respondents, or absentees, were analyzed.
Researchers were given permission from the principals, PE teachers, and students participating in the research with informed consent. Additionally, the the purpose of the study was fully explained to the participants, the research process, and factors related to safety. Table 2 shows the composition of the study participants.

Questionnaire Composition
To investigate the effect of VR technology on students' attitudes toward PE and their experience of flow, we used questionnaires by Jang [25] and Hyun [26] and questionnaires by Csikszentmihalyi [27] and Kim [28], respectively. To verify the validity of the questionnaire, it was tested by two professors in the PE field and two PE teachers.
A reliability test was conducted with 53 students, who were in the same grade as the participants, who completed a preliminary survey. Cronbach's alphas ranged from 768 to 933, indicating the reliability of the questionnaire (see Table 3).

Research Design
The soccer lessons were conducted over five classes. A pre-test was conducted before the first class, and we investigated the effect of the lessons on the experimental and control groups. After that, the experimental group was instructed using the VR technology in the VR sports room and the control group was instructed on the playground. Next, a post-test was conducted on the effects of the PE class on students' attitude and the flow. Finally, data were collected and analyzed using pre-and post-questionnaires (Table 4).

Class Design
We planned five soccer classes for fifth graders of both "A" and "B" elementary schools. One professor of sport pedagogy, one soccer coach, and two soccer leaders were asked to conduct a content validity test on the contents of the classes. The content of the classes was the same for both groups. The method of teaching (VR or traditional teaching method) according to the place (VR sports room or playground) was applied differently. Furthermore, since teacher factors can affect the results of the study, we created class scenarios for the same topic classes in advance, which was also validated by one professor of sport pedagogy, one soccer coach, and two soccer leaders.
Classes were organized as follows: 10 min for an introduction and warm-up, 25 min for lesson development, and 5 min for discussion and a cool-down to finish the class. Additional details are shown in Table 5. Table 5. Teaching plan for soccer classes.

Experimental Group Control Group
1st Practice taking long-distance shots Furthermore, since teacher factors can affect the results of the study, we created class scenarios for the same topic classes in advance, which was also validated by one professor of sport pedagogy, one soccer coach, and two soccer leaders.
Classes were organized as follows: 10 min for an introduction and warm-up, 25 min for lesson development, and 5 min for discussion and a cool-down to finish the class. Additional details are shown in Table 5. Practice penalty kick and penalty kick review using soccer goals

Data Analysis
The collected data were analyzed using SPSS for Windows Version 23.0 (SPSS Inc. 2015) as follows: first, frequency analysis and descriptive analysis were conducted to examine the demographic factors (e.g., participants' sex). Second, Cronbach's α was calculated to determine questionnaire reliability. Third, the independent variables were group (2: VR and traditional instruction), test (2: pre-and post-test), and sex (2: male and female). Dependent variables were class attitude and flow in class. Fourth, a three-way mixed analysis of variance (ANOVA) was performed to verify how the elementary school soccer class Practice taking long-distance shots using VR contents "King of Distance" Practice taking long-distance shots using tape measure and cones 2nd Free kicks practice Furthermore, since teacher factors can affect the results of the study, we created class scenarios for the same topic classes in advance, which was also validated by one professor of sport pedagogy, one soccer coach, and two soccer leaders. Classes were organized as follows: 10 min for an introduction and warm-up, 25 min for lesson development, and 5 min for discussion and a cool-down to finish the class. Additional details are shown in Table 5. Practice penalty kick and penalty kick review using soccer goals

Data Analysis
The collected data were analyzed using SPSS for Windows Version 23.0 (SPSS Inc. 2015) as follows: first, frequency analysis and descriptive analysis were conducted to examine the demographic factors (e.g., participants' sex). Second, Cronbach's α was calculated to determine questionnaire reliability. Third, the independent variables were group (2: VR and traditional instruction), test (2: pre-and post-test), and sex (2: male and female). Dependent variables were class attitude and flow in class. Fourth, a three-way mixed analysis of variance (ANOVA) was performed to verify how the elementary school soccer class Practice free-kick shooting using VR contents "free kick" Free kicks practice using obstacles and goals 3rd Exact shooting practice Furthermore, since teacher factors can affect the results of the study, we created class scenarios for the same topic classes in advance, which was also validated by one professor of sport pedagogy, one soccer coach, and two soccer leaders. Classes were organized as follows: 10 min for an introduction and warm-up, 25 min for lesson development, and 5 min for discussion and a cool-down to finish the class. Additional details are shown in Table 5. Practice penalty kick and penalty kick review using soccer goals

Data Analysis
The collected data were analyzed using SPSS for Windows Version 23.0 (SPSS Inc. 2015) as follows: first, frequency analysis and descriptive analysis were conducted to examine the demographic factors (e.g., participants' sex). Second, Cronbach's α was calculated to determine questionnaire reliability. Third, the independent variables were group (2: VR and traditional instruction), test (2: pre-and post-test), and sex (2: male and female). Dependent variables were class attitude and flow in class. Fourth, a three-way mixed analysis of variance (ANOVA) was performed to verify how the elementary school soccer class Practice shooting accuracy using VR contents "Kick Archery" Accuracy shooting practice using target 4th Penalty kick practice Furthermore, since teacher factors can affect the results of the study, we created class scenarios for the same topic classes in advance, which was also validated by one professor of sport pedagogy, one soccer coach, and two soccer leaders. Classes were organized as follows: 10 min for an introduction and warm-up, 25 min for lesson development, and 5 min for discussion and a cool-down to finish the class. Additional details are shown in Table 5. Practice penalty kick and penalty kick review using soccer goals

Data Analysis
The collected data were analyzed using SPSS for Windows Version 23.0 (SPSS Inc. 2015) as follows: first, frequency analysis and descriptive analysis were conducted to examine the demographic factors (e.g., participants' sex). Second, Cronbach's α was calculated to determine questionnaire reliability. Third, the independent variables were group (2: VR and traditional instruction), test (2: pre-and post-test), and sex (2: male and female). Dependent variables were class attitude and flow in class. Fourth, a three-way mixed analysis of variance (ANOVA) was performed to verify how the elementary school soccer class Furthermore, since teacher factors can affect the results of the study, we created class scenarios for the same topic classes in advance, which was also validated by one professor of sport pedagogy, one soccer coach, and two soccer leaders. Classes were organized as follows: 10 min for an introduction and warm-up, 25 min for lesson development, and 5 min for discussion and a cool-down to finish the class. Additional details are shown in Table 5. Practice penalty kick and penalty kick review using soccer goals

Data Analysis
The collected data were analyzed using SPSS for Windows Version 23.0 (SPSS Inc. 2015) as follows: first, frequency analysis and descriptive analysis were conducted to examine the demographic factors (e.g., participants' sex). Second, Cronbach's α was calculated to determine questionnaire reliability. Third, the independent variables were group (2: VR and traditional instruction), test (2: pre-and post-test), and sex (2: male and female). Dependent variables were class attitude and flow in class. Fourth, a three-way mixed analysis of variance (ANOVA) was performed to verify how the elementary school soccer class Practice total review using VR content "World Cup free kick" and "World Cup penalty kick" Practice penalty kick and penalty kick review using soccer goals

Data Analysis
The collected data were analyzed using SPSS for Windows Version 23.0 (SPSS Inc. 2015) as follows: first, frequency analysis and descriptive analysis were conducted to examine the demographic factors (e.g., participants' sex). Second, Cronbach's α was calculated to determine questionnaire reliability. Third, the independent variables were group (2: VR and traditional instruction), test (2: pre-and post-test), and sex (2: male and female). Dependent variables were class attitude and flow in class. Fourth, a three-way mixed analysis of variance (ANOVA) was performed to verify how the elementary school soccer class using VR technology affected students' attitude toward PE and flow in the class. Additionally, the results of the questionnaire were analyzed and the data that were deemed unreliable were excluded from analyses. Statistical significance was set at p < 0.05.

The Effect of Experience of Elementary Soccer Class Using VR Technology on the Class Attitude
To investigate the effect of the VR sports room experience on class attitudes (interest/confidence/concentration) by sex (male/female) and group (VR sports room group/ traditional playground group), the mean and standard deviation of the sub-factors of the class attitude were analyzed with a three-way mixed ANOVA (Tables 6 and 7). Both groups showed a normal distribution.  Table 7. Results of the ANOVA concerning students' attitude.

Interest Confidence Concentration
Interaction effect  Table 7 shows that only the main effect of Sex was significant.

Effects of VR Technology on Students' Confidence
For confidence, there was not a statistically significant three-way interaction; however, we continued the analysis because there was a significant time by group interaction (Table 7, Figure 2). In other words, the group participating in the VR sports room class displayed significantly increased confidence than the group participating in the playground class. The main effects according to time and sex were also significant.  Table 7 shows that only the main effect of Sex was significant.

Effects of VR Technology on Students' Confidence
For confidence, there was not a statistically significant three-way interaction; however, we continued the analysis because there was a significant time by group interaction (Table 7, Figure 2). In other words, the group participating in the VR sports room class displayed significantly increased confidence than the group participating in the playground class. The main effects according to time and sex were also significant.

Effects of VR Technology on Students' Concentration
For concentration, there was not a statistically significant three-way interaction; however, we continued the analysis because there were significant time by group and group by sex interactions (Table 7; Figures 3 and 4). These results imply that the group that participated in the VR sports class concentrated more than the participants in the playground class. In addition, the female students showed higher concentration in the experimental group, and the male students showed higher concentration in the control group. Main effects according to time (F (1109) = 7.488, p =0.007) and Group (F (1109) = 14.080, p <0.001) were significant.

Effects of VR Technology on Students' Concentration
For concentration, there was not a statistically significant three-way interaction; however, we continued the analysis because there were significant time by group and group by sex interactions (Table 7; Figures 3 and 4). These results imply that the group that participated in the VR sports class concentrated more than the participants in the playground class. In addition, the female students showed higher concentration in the experimental group, and the male students showed higher concentration in the control group. Main effects according to time (F (1109) = 7.488, p = 0.007) and Group (F (1109) = 14.080, p < 0.001) were significant.

The Effect of VR Technology on Students' Flow in Class
To investigate the effect of VR sports room experience on students' flow in class (selfdirected experience/attention to PE class/integration of PE classes/consensus of class behavior and conscious/challenge and sense of control) by sex (male/female) and group (VR sports room group/traditional playground group), the mean and standard deviation of the sub-factors of the flow in class were analyzed with a three-way mixed ANOVA (Tables  8 and 9). Both groups showed a normal distribution.

The Effect of VR Technology on Students' Flow in Class
To investigate the effect of VR sports room experience on students' flow in class (self-directed experience/attention to PE class/integration of PE classes/consensus of class behavior and conscious/challenge and sense of control) by sex (male/female) and group (VR sports room group/traditional playground group), the mean and standard deviation of the sub-factors of the flow in class were analyzed with a three-way mixed ANOVA (Tables 8 and 9). Both groups showed a normal distribution.   Table 9. Results of the ANOVA concerning students' flow in class.

Integration of Physical Education Classes
Interaction effect

Effects of VR Technology on Students' Self-Directed Experience
For self-directed experience, no significant interaction effects were found for Sex by Group (Table 9). However, the main effects of Time and Sex were significant.

Effects of VR Technology on Students' Attention in PE Class
For attention, there was not a statistically significant three-way interaction; however, we continued the analysis because there were significant interaction effects for time by group and group by sex (Table 9; Figures 5 and 6). In other words, the group who participated in the VR sports class were more attentive than the participants in the playground class. Moreover, in the experimental group, the female students displayed higher attention; while, in the control group, the male students displayed higher attention. The main effects according to time, group, and sex were significant.

Effects of VR Technology on Students' Integration in PE Classes
For integration, there was not a statistically significant three-way interaction; however, we continued the analysis because there was a significant time by group interaction (Table 9; Figure 7). In other words, the group participating in the VR sports room class was more integrated with the PE classes than the group participating in the playground class. The main effects of the time and sex were significant.

Effects of VR Technology on Students' Integration in PE Classes
For integration, there was not a statistically significant three-way interaction; however, we continued the analysis because there was a significant time by group interaction (Table 9; Figure 7). In other words, the group participating in the VR sports room class was more integrated with the PE classes than the group participating in the playground class. The main effects of the time and sex were significant.

Effects of VR Technology on Students' Consensus of Class Behavior and Consciousness
For consensus of class behavior and consciousness, no significant interaction was found for sex and group (Table 9); however, the main effects of time and sex were significant.

Effects of VR Technology on Students' Challenge and Sense of Control
For challenge and sense of control, there were significant time by group and group by sex, interactions (Table 9; Figures 8 and 9). In other words, the participants who participated in the VR sports room classes had a much higher level of challenge and sense of control than the participants in the playground class. The main effect of time was also significant.

Effects of VR Technology on Students' Consensus of Class Behavior and Consciousness
For consensus of class behavior and consciousness, no significant interaction was found for sex and group (Table 9); however, the main effects of time and sex were significant.

Effects of VR Technology on Students' Challenge and Sense of Control
For challenge and sense of control, there were significant time by group and group by sex, interactions (Table 9; Figures 8 and 9). In other words, the participants who participated in the VR sports room classes had a much higher level of challenge and sense of control than the participants in the playground class. The main effect of time was also significant.

Effects of VR Technology on Students' Challenge and Sense of Control
For challenge and sense of control, there were significant time by group and group by sex, interactions (Table 9; Figures 8 and 9). In other words, the participants who participated in the VR sports room classes had a much higher level of challenge and sense of control than the participants in the playground class. The main effect of time was also significant.

Discussion
The purpose of this study was to verify the effect of elementary school soccer classes using VR technology on students' class attitude and flow in class. Significant results were shown concerning students' confidence and concentration, which were sub-factors of class attitude; as well as about attention, integration, challenge, and sense of control, which were sub-factors of flow in class. There were, however, no significant differences in students' interest-a sub-factor of class attitude-or self-directed experience and consensus of class behavior and conscious-sub-factors of flow in class.

The Effect of VR Technology on Students' Attitude toward their Soccer Class
Students have fun using VR technology as an activity itself; however, afterward, they feel the pleasure and joy from learning [29]. Additionally, classes using VR technology are more suitable for constructing a self-directed learning environment because they are more realistic than other classes that use existing multimedia materials [30]. Thus, the use of VR technology seems to positively affect learners' interest.
However, in this study, contrary to our hypothesis, there was no significant difference between groups concerning interest.
Similar results were obtained in previous studies by Parong and Mayer [31] and Zhang and colleagues [32]. While surveys have shown a slight increase in students' interest, their overall interest levels remain low; Noh and colleagues [33] found that increasing students' interest in general learning is difficult to change over a brief period. In a study by Irene and colleagues [34], it was suggested that the students would be more interested

Discussion
The purpose of this study was to verify the effect of elementary school soccer classes using VR technology on students' class attitude and flow in class. Significant results were shown concerning students' confidence and concentration, which were sub-factors of class attitude; as well as about attention, integration, challenge, and sense of control, which were sub-factors of flow in class. There were, however, no significant differences in students' interest-a sub-factor of class attitude-or self-directed experience and consensus of class behavior and conscious-sub-factors of flow in class.

The Effect of VR Technology on Students' Attitude toward Their Soccer Class
Students have fun using VR technology as an activity itself; however, afterward, they feel the pleasure and joy from learning [29]. Additionally, classes using VR technology are more suitable for constructing a self-directed learning environment because they are more realistic than other classes that use existing multimedia materials [30]. Thus, the use of VR technology seems to positively affect learners' interest.
However, in this study, contrary to our hypothesis, there was no significant difference between groups concerning interest.
Similar results were obtained in previous studies by Parong and Mayer [31] and Zhang and colleagues [32]. While surveys have shown a slight increase in students' interest, their overall interest levels remain low; Noh and colleagues [33] found that increasing students' interest in general learning is difficult to change over a brief period. In a study by Irene and colleagues [34], it was suggested that the students would be more interested in PE classes if they had enough time to learn sports and games. In this study, perhaps five classes were too few to effectively spark students' interest. Therefore, future studies should expand the length of the program to ensure students are more enthusiastic about the program.
The results showed that the group using VR technology displayed more confidence than did the traditional PE group. This is similar to the results of a previous study [35], in which students used VR technology to perform various tasks themselves, prevent risks and injuries associated with physical activities, and provide a safe learning environment. Additionally, the difficulty control function of VR technology was associated with increased confidence. In other words, students who have already succeeded through an adjustment of the challenge settings are gradually increasing their achievement level and self-evaluation. Therefore, since the soccer class using VR technology positively affected students' confidence in PE class, the change in attitude may have improved their motivation for physical activity and the opportunity for participation.
There was also a significant increase in students' concentration, another sub-factor of class attitude. In traditional PE classes, students typically follow the guidance and direction of the teacher. On the other hand, in classes using VR technology, the students can learn individually at varied times. Typically, lessons using VR technology are conducted according to individual learners or group learners, and the learners frequently ask questions to teachers [36]; therefore, it seems that learners' autonomy may be associated with their concentration.

The Effect of VR Technology on Students' Flow in Soccer Class
There were no significant group differences for "self-directed experience" and "consensus of class behavior and conscious", which are sub-factors of flow in class. Five 40-min lessons each week seemed to be a relatively short time to improve "self-directed experience" and "consensus of class behavior and conscious". Triguerosand colleagues [37] said that these two sub-factors of flow are the sub-factors with the highest intensity and the most time-consuming.
According to Cha and colleagues [38], at present, the VR sports room is less immersed in PE classes because of the limited number of sports rooms and software programs that can be used in classes. Therefore, in the PE class using VR technology, the technique that reproduces the virtual environment as reality is the most important factor to increase flow. Parong and Mayer [31] said that it is necessary to introduce programs that are simpler and more liberal to increase students' flow in the class using VR technology. Therefore, students might be more immersed if a VR program implements an actual terrain slope or develops a variety of programs that embody real-world environments, such as the characteristics of specific fields, arenas, or clubs that vary in seasons and weather.
Another reason for hindering strong commitment is waiting time. The VR sports room is limited in space compared to a wide playground. Because of these spatial constraints, students' waiting times become longer and students cannot immerse themselves in the class. Thus, soccer classes using VR technology should improve the quality of the programs and reduce spatial limitations to increase elementary students' attitudes toward PE classes as well as their flow in class.
Students exposed to the VR technology displayed higher attention than those who received traditional instruction. This means that PE classes using VR technology can materialize things that are impossible in reality; therefore, students can be more involved in learning than traditional PE classes led by teachers. These results are consistent with previous studies [4,39] that revealed that learners' sensory involvement in VR is stronger than in general classes.
We also revealed a significant difference between the integration of students in both groups. The reason that the PE class using VR technology was more effective in integrating students than the traditional PE class was consistent with a previous study [33,39] that showed that the VR learning process is more important than the result. Carruth [40] also mentioned that PE classes using VR technology reduce various anxieties about injuries, which may be obstacles to participation in PE activities. In addition, it can naturally induce the acquisition of exercise skills and promote integration because VR technology provides repetitive and direct feedback on a particular sport. Consequently, students are intrinsically motivated, which may promote continued learning in the future.
Finally, challenge and sense of control were significantly increased among those who received VR instruction. As mentioned above, students can improve their confidence in PE classes using VR technology because they can control the difficulty level. This difficulty control function has a positive effect on the exercise performance ability of students with low motor skills, and students receive positive feedback from other students [41]. Therefore, students who have increased their drive to be physically active become more interested in PE and will be more involved in physical activity [42]. This is similar to the results of a previous study [43], in which the higher the motor skill the higher the degree of fun in PE classes (and vice versa). Additionally, interaction with VR content using a real-world interface promotes active learning, thereby enhancing the applicability of knowledge [44]. Therefore, VR technology may challenge students to learn and their control over the activities fosters immersion and thus flow.

Conclusions
The purpose of this study was to investigate the effect of using VR technology in an elementary school soccer class on students' attitudes toward PE class and flow in class. We examined fifth-grade students from "A" elementary school, equipped with a VR sports room, and fifth-grade students from "B" elementary school, where traditional PE classes are conducted. Soccer was chosen as the sport because the program was well developed by the VR company, and elementary school students' participation in soccer was high.
First, there was no significant difference in students' interest between groups, possibly because we only conducted five classes; therefore, the hypothesis that the soccer class using VR technology would spark students' interest was rejected.
Second, students in the VR technology class (vs. traditional) showed higher confidence and concentration. With the difficulty control function, students who do not like to exercise, students with disabilities, or students with low motor skills can enjoy the same classes as students with excellent athletic ability. This, therefore, allows students to experience a variety of successes. Additionally, VR sports provide students with a safe learning environment that prevents the risks and injuries associated with physical activity; thus, it motivates students' participation in physical activity. Therefore, the hypothesis that soccer classes using VR technology would promote students' confidence and concentration was accepted.
Third, students in the VR technology class (vs. traditional) showed no significant difference in self-directed experience or consensus of class behavior and consciousness. This might be because of the lack of VR sports programs currently being developed, the simplicity of the program, or the short lesson duration. Further, the fact that many students waited in front of a single screen could be an obstacle to students' immersion. Therefore, the hypothesis that soccer classes using VR technology would affect the self-directed experience and consensus of class behavior and consciousness was rejected.
Fourth, students in the VR technology class (vs. traditional) showed a significant difference in attention. This means that students' PE classes using VR technology can be more focused on learning than traditional PE classes because they can materialize things that are impossible in reality. Therefore, the hypothesis that soccer classes using VR technology would affect students' attention in PE class was accepted.
Fifth, students in the VR technology class (vs. traditional) showed a significant difference in class integration. This is because VR technology provides repetitive and direct feedback on a particular sport. Therefore, the hypothesis that soccer classes using VR technology would promote students' integration was accepted.
Sixth, students in the VR technology class (vs. traditional) showed a significant difference in challenge and sense of control. VR sports provide a variety of successful experiences for students with low motor skills because they can control difficulty levels. Therefore, students received positive feedback from teachers, and their enjoyment in the class was increased, which would have a positive effect on the sense of challenge and control. Therefore, the hypothesis that soccer classes using VR technology would affect students' sense of challenge and control was accepted.
Based on the conclusions of this study, several implications for subsequent studies are suggested. First, this study was limited to elementary school students located in Seoul and Gyeonggi province; therefore, it is not possible to generalize the results to elementary school students across the country. In subsequent studies, students from various regions should be included. Second, we only examined soccer classes. In future research, it is necessary to conduct detailed research on VR use across various sports. Third, this study was conducted for a short period (five weeks) and in a few classes; therefore, it is necessary to examine VR and its effects over longer periods and more classes. Fourth, we failed to examine, in depth, students' opinions of the lessons or the truthfulness of their responses. Therefore, it is necessary to conduct qualitative research or mixed research simultaneously. Lastly, this study only measured attitudes and flow in PE, which are students' affective domains for PE. Therefore, further studies need to study how soccer classes using VR affect the improvement of students' soccer skills (individual or team skills).