This study examined the effects of a mixed reality (MR)-based auxiliary training system on visual–motor skill acquisition, with a focus on hitting accuracy and oculomotor performance in novice badminton players. Forty-seven college students without prior badminton experience were randomly assigned to either a Mixed Reality Training (MRT) group or a coach-led Traditional Teaching (TT) group. Both groups received instruction in the forehand long shot over an eight-week intervention period. Pre- and post-intervention assessments evaluated hitting accuracy (successful shots and shots failing to cross the net) and oculomotor parameters, including pupil diameter, saccade velocity, fixation duration, fixation count, and visual attention toward areas of interest. After the intervention, the MRT group exhibited a significant increase in successful shots, whereas the TT group showed no notable improvement in hitting accuracy. Furthermore, the MRT group demonstrated enhanced fixation count and saccade velocity, reflecting greater visual efficiency and attentional control. In contrast, the TT group showed reductions in fixation-related metrics and slower saccades, accompanied by an increase in pupil diameter. These findings indicate that mixed reality (MR) based instructional strategies can effectively enhance attentional engagement and visual–motor coordination in novices, thereby serving as an innovative pedagogical approach for early-stage motor skill acquisition and sports training. Moreover, the immersive virtual coaching system may contribute to more equal opportunities for learning and help reduce educational gaps.
Wang et al. (Sun,) studied this question.