<![CDATA[This study aimed to examine changes in students’ technical understanding and motor skills following the implementation of an augmented reality (AR)-based table tennis learning medium. The study employed a one-group pretest–posttest design involving 30 students. Technical understanding and motor skills were assessed before and after the intervention. Data were analyzed using descriptive statistics, paired-samples t-tests, Cohen’s dz, Shapiro–Wilk tests, and normalized gain. Technical understanding increased from 67.67 ± 7.03 to 80.97 ± 7.00, while motor skills improved from 65.77 ± 7.86 to 76.77 ± 6.97. Both changes were statistically significant (p < .001), with very large within-group effect sizes (dz = 2.40 and 2.02) and moderate normalized gains of 41.5% and 32.1%, respectively. AR-based table tennis learning was associated with meaningful improvements in conceptual and motor outcomes, supporting its potential as a complementary medium for university-level practical instruction.]]>
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