Introduction: In Taiwan, university physical education (PE) courses are expected to promote students' ability to explore and learn independently and develop their interests and habits in exercise and sports. Students have many different PE courses to choose from, including aerobic dancing. Common challenges in aerobic dancing include high heterogeneity and little time for independent thinking and movement learning. Students' lack of prior experience in the linkage of movement skills may also effect their learning process when creating aerobic movement programs during the course. This study combined an augmented reality (AR) movement device with elements of aerobic dance materials based on self-determination theory and social constructivism to design a teaching method to enhance students' performance and motivation. Methods: This study used a quasi-experimental design (i.e., a 12-hour course attended over six weeks with the same knowledge content for the experimental [EG] and control groups) was implemented. The EG class was taught with the additional help of AR technology. The aerobic dance routines were built using the three axes of aerobic dance (movement, rhythm, and style). The AR technology allowed students to compare movements and design the choreography independently. Experts measured learning outcomes before and after the learning module. Results: The EG showed significantly improved learning motivation and dance learning performance and greater courage in embracing challenges associated with movement changes, connections, and combinations. Using AR software and equipment and the overwhelming amount of information also impacted students' time spent on the AR technology and their willingness to use it. Conclusion: Using AR in the dance course enabled real-time visual learning and allowed students to reference and be inspired by choreography taught earlier. Overall, integrating AR into collegiate PE modules benefited students' dance learning outcomes and provided a better learning experience.
