MiXR in Kinesiology

Tumay Tunur

San Marcos

Course Name & Description: KINE301 Motor Control and Learning

Project Abstract: Movement in eXtended Reality Lab (MiXR) is developed to serve to enable students experience scenerios, otherwise would be limited or impossible in a traditional learning environment. My main goal is to increase student interaction with the material, stimulate active learning, and increase the students' literacy and skill level pertraining the new technological advancements in the eXtended reality field.

Keywords/Tags: Virtual Lab, Undergraduate Research, Active Learning

Instructional Delivery: Hybrid

Pedagogical Approaches: Peer Instruction, Active/Inquiry-based Learning, AR/VR Labs

About the LIT Redesign (Stage 1)

Background on the Redesign

Why Redesign your Course?

  • Course Characteristics

This is a 4-unit upper-level undergraduate course. Each course has one lecture and 2 lab sections. Even though majority of the student body is composed of junior and senior students, most of the students come to the class unprepared in necessary tools such as Excel, statics software, or experiemental design techniques.

  • The Learning Problem

Students will learn how to use the latest technological advancements, and simulations in motor control. Virtual reality is one of the most flexible platforms for measuring balance and movement as the options are unlimited in creating visual, haptic, and sound feedback. Students who successfully complete this class will be proficient at using a virtual reality platform, along with biomechanical equipment and statistical software. Students will also be proficient at critical thinking, data analysis, and scientific communication. Experienced with the latest technology, students will enter the workforce better prepared.

High Demand/Low Success/Facilities Bottleneck Issues

  • Describe the high demand/low success/facilities bottlenecks issues, if any, which are affecting the course you are redesigning?

While the students in the lab are running experiements, only one or two at a time can engage, while others wait their turns. Also, because of how expensive kinesiology research tools are, and that we have limited space, it is extremely difficult to allow the undergraduate students design and run their own experiements.

Course History / Background

  • How is course placed in the department?


  • Fall 2017 (72 – 2 sections)
  • Spring 2018 (64 – 2 sections)
  • Spring 2018 Temecula/ABSK (63 – 3 sections)
  • Summer 2018 (15 – 1 section)
  • Fall 2018 (64 – 2 sections)
  • Fall 2018 ABSK (20 – 1 section)
  • Spring 2019 (82 – 2 sections)
  • Spring 2019 Temecula/ABSK (41 – 2 sections)
  • DFW Rate: <%1 (Only 2 students in AY 2016/17)
  • The need for using highly expensive equipment to collect data requires micromanaging, and does not allow the students to gain as much hands on experience, independence, and confidence in their ability to conduct experiements on their own.

Syllabus Fall2017
Syllabus from past years from an another instructor of the course.

About the Students and Instructor(s) (Stage 2)

Advice I Give my Students to be Successful

  • On the first day of classes, I ask my students why they are "here"? I share the Career Services statistics for our graduates employment rates, and remind them to take advantage of their time in courses to prepare themselves for the future. We talk about how "change" requires "challenge" and that they need to give 100% effort and stay motivated. Finally, I ask them to be perfectly honest and open with me so they can take charge of their own learning experience and shape the course accordingly.

Student Characteristics

student characteristics

Impact of Student Learning Outcomes/Objectives (SLOs) on Course Redesign

  • The overall objective of KINE 301 is to share an understanding of how humans make effective movements. Understanding involves thinking about what the requirements for making movements are – what makes movement inherently difficult. Even simple movements that we take for granted are complex at many levels! From the physics of segmented systems themselves, to the many muscles involved in most movements, to the physiological properties of muscle and the nervous system that both enable and constrain movement. KINE 301 is about understanding how the nervous system works with the musculoskeletal system to overcome complexity and achieve high performance. Understanding the dynamic neuro-musculo-skeletal interactions that result in effective movement involves learning a bit about how neurons work, how the spinal cord and brain function, and some ideas about how movements may be planned and executed. However, because we learn to do so many movements, we need also to think about the process of learning – where learning happens and how.

  • Completing KINE 301 involves being able to:
  1. Apply basic principles of segmental mechanics to understanding movement
  2. Explain how the brain, spinal cord, and musculoskeletal systems interact to plan and execute movement using concepts from control systems theory, dynamical systems theory, neuroanatomy, neurophysiology, and psychology
  3. Evaluate factors that limit or constrain motor performance, including muscle- and neuro-physiological properties, and cognitive information processing
  4. Use research findings about motor learning to generate strategies to improve motor performance, including structuring practice, providing feedback, and adapting training to skill level
  5. Evaluate the effects of individual differences on motor control and performance, including differences due to age/development

Alignment of SLOs With LIT Redesign

  • The purpose of this project was to evaluate students' learning outcomes and perceptions from the virtual immersive motor control laboratories.

Assessments Used to Measure Students' Achievement of SLOs

  • Exams
  • Lab reports
  • Group projects
  • IMMS survey
  • Survey of Self-Efficacy in Science Courses
  • Reflections

Accessibility, Affordability, and Diversity Accessibility


  • All of the course materials are designed to be accessible. There is no required textbook or equipment for this course. The syllabus, supplemental readings, and student assignments are all digital documents posted on Cougar Courses. Video recordings that students are required to watch during or in advance of class are captioned.


  • I make an effort to make my courses as affordable as possible. I do not have a required book for the course, I do not require scantrons for the exams, I print out any in-class activity worksheet for the students, and post the supplemental material for the labs online to Cougar Courses.


  • I highly value diversity, inclusion, and equity in my classroom. In order to succesfully integrate these elements in my course I implement the following:
  1. I give my students a diversity, inclusion, and classroom climate survey at the end of the semester to gauge their experience in my class.
  2. I make an effort to use pictures, videos, authors from various cultures in my lessons.
  3. I use active learning strategies which offers multiple modalities for learning as well as assessments to cater to students with different learning styles or abilities.
  4. I discuss social justice, diversity, and inclusion material with my students and also incorporate these issues into their group activities.
  5. I have a section on diversity, inclusion, and equity on my syllabus that I read to students on the first day of classes.

About the Instructor

Dr. Tumay Tunur joined the faculty at CSUSM as an Assistant Professor in Kinesiology in 2017.

At CSUSM, Dr. Tunur teaches numerous undergraduate level courses in Kinesiology, in addition to mentoring undergraduate and graduate students in research.

Dr. Tunur’s research interests include sustainable integration of Augmented and Virtual Reality systems in motor and cognitive rehabilitation for the elderly population, with a special focus on people with Parkinson’s disease.

To learn more about Dr. Tunur’s background and research, please visit her website.

Curriculum Vitae

VR locomotion system

LIT Redesign Planning (Stage 3)

Implementing the Redesigned Course What aspects of your course have you redesigned?

  • The Motor Control labs were taught in traditional lab setting. Now, we integrated XR technologies to almost every lab. The students not only get a chance to experience these environments, but also learn how to integrate XR into research and data collection. This allowed students to gain hands-on experience in using these technologies in rehabilitation and research settings.

Describe the class size(s) What technology is being used?

  • HTC Vive
  • Oculus Rift
  • Google Cardboard
  • Hololens
  • Virtualizer Locomotion Platform for VR
  • Wii Balance Board

What professional development activities have you participated during your course redesign?

  • Udacity UNITY course (Term 1) | Summer 2018
  • LIT Summer Institute hosted by the Chancellor's Office | Summer 2018
  • LIT monthly meetings | AY 2018-2019
  • CIG monthly meetings | AY 2018-2019
  • Gamification FLC (lead) | F2018
  • EDUCAUSE two day training on eXtended Reality “ELI Online Event | eXtended Reality (XR): How AR, VR, and MR Are Extending Learning Opportunities” | F2018
  • EDUCAUSE Learning Initiatives Annual Meeting, Anaheim (XR demonstration) | S2019
  • CSM VR Subchapter Unity coding weekly meetings | S2019

Which Additional Resources Were Needed for the Redesign?

  • I worked with my department in building the MiXR Lab for Kinesiology.
  • I worked closely with IITS in developing the proposal for XR lab spaces for CSUSM campus.
  • I collaborated with colleagues from Computer Sciences and Engineering from our campus, and from other Universities in order to develop the applications we needed.
  • I collaborated with the CSM VR Subchapter student group in help creating a student body who are interested in app development.
  • I needed our lab technician's assistant in purchasing and setting up the equipment as well as troubleshooting.
  • I worked with SDSU VITAL coordinators to help design implemention and assessment of XR into my courses.

Syllabus after Course Redesign

LIT Results and Findings (Stage 4)

LIT Redesign Impact on Teaching and Learning

  • How has the course redesign strategies affected your instruction and your students’ learning? Did your redesign strategy solve the issues that motivated you to redesign the course?
  • Describe how your students mastered the student learning outcomes. Were the students more successful in the redesigned course than in previous courses? Explain.
  • Did you experience unexpected results after teaching the redesigned course? If so, what were they?
  • Consider attaching a more in-depth report describing the impact of your activities and experiences during the course redesign as a document/link/image. If possible consider including samples of students' work that reflect the impact of the redesign.

Assessment Findings

  • Use table and chart template to report course data (required).
  • Upload table and chart from your template (required) and reflect on your findings with a short description. You must include a course grades comparison of pre/post student achievements.
  • Share how your students achieved the learning outcomes? Describe how they mastered the learning outcomes compared to previous courses?

Student Feedback

  • What did your students say or how did they respond to the redesigned activities? Consider including your students' comments about their learning. Include survey results if you are able to capture them. Include student video feedback (optional).

Challenges my Students Encountered

  • What challenges did the students encounter in the redesigned activities? E.g., technical challenges, organization of course, and redesigned activities.

Lessons Learned & Redesign Tips

Teaching Tips

  • What advice do you have for others who might want to use this redesigned course?

Course Redesign Obstacles

  • What challenges did you confront and how did you overcome them?

Strategies I Used to Increase Engagement

  • What pedagogical strategies did you use in your new redesigned course to engage students?


  • How do plan to sustain the LIT redesign beyond the funding period?

Instructor Reflection

  • Reflect on your participation in redesigning a course, development of an ePortfolio, participation in CSU Course Redesign Professional Learning Community Share any plans to disseminate/publish the findings of your course redesign activity.