# Predicting the power of informal learning opportunities on technology use of physical education teachers

## TL;DR

This study explores how informal learning opportunities influence physical education teachers' use of digital technologies in their teaching.

## Contribution

The study highlights the stronger impact of informal learning over formal learning on technology acceptance in physical education.

## Key findings

- Supportive conditions and behavioral intention equally predict actual technology use among PE teachers.
- Informal learning opportunities have a stronger influence on performance and effort expectancy than formal ones.
- Age and gender do not significantly affect technology acceptance in this context.

## Abstract

This study investigates the factors influencing the acceptance of digital technologies among physical education (PE) teachers, aiming to support the integration of contemporary digital tools into movement-based learning. Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT), the research explores how contextual and personal factors shape teachers' willingness and ability to use digital technologies in their professional practice.

A quantitative survey was conducted with 239 physical education teachers. The collected data were analysed using structural equation modelling (SEM) to identify relationships among the UTAUT constructs and additional variables, including formal and informal learning opportunities, age, and gender.

The analysis revealed that supportive conditions and behavioural intention equally predicted the actual use of digital technologies. Perceived usefulness and social influence significantly affected behavioural intention, whereas perceived ease of use showed no significant effect—suggesting a generally high baseline of digital literacy among the participating PE teachers. Informal learning opportunities exerted a stronger influence on performance expectancy and effort expectancy than formal learning opportunities. Age and gender were not significant predictors of technology acceptance.

The findings indicate that digitalisation is increasingly embedded in educational practice across demographic groups. To enhance digital technology integration in PE, stakeholders should invest in both digital infrastructure and teacher development, prioritising informal, collaborative, and practice-oriented learning environments that foster sustained technology use in movement-based education.