A technology-based physical education learning model to enhance student motivation and physical activity
Keywords:
Physical education, Technology-based learning, Student motivation, Wearable deviceAbstract
This qualitative study explores how technology-based learning in physical education (PE) influences student motivation and physical activity. The research employed a phenomenological approach, collecting data through semi-structured interviews, participant observations, and document analysis involving 24 students and six PE teachers from three secondary schools. Thematic analysis revealed key themes, including enhanced engagement through personalized feedback, peer influence mediated by technology, reflective learning, and teacher adaptation strategies. Findings suggest that wearable devices and mobile applications not only increase students’ intrinsic motivation and self-awareness but also shape classroom social dynamics and pedagogical practices. The study contributes theoretically by demonstrating how technology can support autonomy and self-regulated learning in PE and provides practical guidance for educators and policymakers to implement effective, inclusive, and engaging digital PE programs. Future research is recommended to examine longitudinal outcomes and cross-contextual applications.
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