Integration of technology in physical education to improve the quality of learning and student engagement

Abstract

This study explores the integration of technology in physical education to enhance student engagement and learning quality. The research employed a qualitative phenomenological approach to examine the experiences and perceptions of students and teachers using mobile applications, wearable devices, and interactive platforms in classroom settings. Data were collected through semi-structured interviews, participatory observations, and documentation of digital learning artifacts involving students aged 10–18 and their physical education teachers. Thematic analysis identified three main themes: increased student motivation and engagement, pedagogical adaptation by teachers, and challenges in technology implementation, including access disparities and varying digital literacy. Findings indicate that technology facilitates personalized, interactive, and adaptive learning, while teacher competency and infrastructure readiness are critical for effective integration. The study contributes theoretically by linking intrinsic motivation and technology acceptance to pedagogical practice and provides practical implications for curriculum design and policy development in digital physical education. Future research is recommended to examine long-term impacts, comparative effectiveness of digital tools, and contextual influences on pedagogical adaptation