[Retracted] Investigation on the Use of Virtual Reality in the Flipped Teaching of Martial Arts Taijiquan Based on Deep Learning and Big Data Analytics

Table 1

S. no.	Reference	Methods	Drawbacks
1	Goehle [9]	With an explanation of how the lecture was implemented in both virtual reality and an augmented reality hardware system, it gives a lesson for a typical Calculus subject that is based on “virtual reality.”	The foundation of traditional education is interpersonal relationships and direct human communication. The connections between pupils and general human communication may suffer as a result.
2	Zhang et al. [10]	The primary intention of this essay is to integrate virtual reality technology into college and university courses on political and ideological philosophy.	Due to the small sample size and lack of expertise, the VR classroom suggested in this article could have certain disadvantages.
4	Bos et al. [12]	The use of VR technology, programs, and material as a teaching and learning tool for geography is discussed.	There are several restrictions when trainers display motions since martial arts routines are complicated.
5	Pu and Yang [13]	To investigate the use of virtual reality in teaching martial arts.	Virtual reality technology and physical education integration and development have emerged as a new trend, but research in the area of martial arts is still in the theoretical stage and lacks concrete application countermeasures and plans, necessitating additional investigation and study.
6	Šašinka et al. [15]	Their multidisciplinary team created a special application for establishing a collaborative immersive virtual environment (CIVE) as a software solution for educational purposes.	Fostering team cohesiveness while members of the team work remotely is one of the main difficulties of managing virtual teams.
7	Kamel et al. [16]	Convolutional neural networks (CNNs) are the basis of the iTai-Chi, Tai Chi training system. Their methodology attempts to address the drawbacks of conventional teaching techniques like one-to-one tutorials and video viewing that result from a lack of enough precise feedback.	Since there is inadequate data in the third dimension, many researchers struggle to estimate 3D VR in a single shot.
8	Xiao and Hong [17]	A VR-supported hybrid flipped classroom model was developed, and its characteristics were examined. This model might provide a three-dimensional virtual learning environment that would imitate a user’s actual presence in an imagined or virtual setting, which would be a novel cognitive experience.	There were challenges in education, such as the necessity for instructors and pupils to adapt to their new duties.
9	Antonova and Mernkov [18]	It outlines students’ attitudes regarding the notion of autonomous learning achieved via flipped learning as well as university lecturers’ perspectives of the concept.	The research found several issues with the flipped learning model’s adoption in higher education.
10	Jang and Kim [20]	The 43 empirical studies of students’ cognitive, emotional, and interpersonal outcomes to quantify the impact of flipped classes in higher education.	The flipped classroom is not a magic bullet, and how well students use the preclass time is a major factor in how beneficial it is.
11	Yano [21]	The deployment of flipped learning in a 14-week undergraduate biology course employs virtual environments as self-learning media and then discusses how students responded to this strategy.	Students may find it difficult to study independently utilizing these mediums, especially if the topic is new to them or contains abstract ideas.
12	Prokhorova et al. [22]	In the essay, a flipped learning experiment on preservice teacher preparation using remote learning is described.	The lack of efficient teaching techniques in distant learning led to instructor uncertainty and forced them to change their lesson plans, instructional strategies, and communication instruments.
13	Zhang et al. [23]	To statistically examine 20 domestic and foreign experimental investigations of flipped classrooms, the meta-analysis approach was used.	When a class is flipped, more preparation and effort must be spent on content development than in a conventional setting. This is especially true when course material or certain classroom activities are moved online.
14	Pardimin et al. [24]	To look at the outcomes of students’ academic performance and reactions to flipped classes.	The unconventional setting might be difficult for students who have never experienced flipped learning.
15	Jin [25]	They develop a system that can publish English test papers, generate and administer a personal library of test papers, track students’ practice progress, and evaluate students’ performance. This system consists of a teacher, a student, and an administrator.	These early studies have certain relative limitations in that they solely cover technology and explore little of the interaction between knowledge engineering and applied linguistics theory.