# Students' acceptance of digital media in physical education—a cross-sectional study

## TL;DR

This study explores how students accept digital media in physical education, finding that usefulness and enjoyment are key factors.

## Contribution

The study identifies specific predictors of digital media acceptance in PE using the Organismic Integration Theory framework.

## Key findings

- Students show moderate acceptance of digital media for instruction and organization, but high acceptance for entertainment.
- Usefulness and enjoyment are positive predictors of digital media acceptance, while social pressure and lack of motivation are negative predictors.
- Age and gender influence acceptance of certain types of digital media use in physical education.

## Abstract

The use of digital media (DM) in physical education (PE) is increasing. However, students' acceptance of DM in PE is unclear. The Organismic Integration Theory as part of the Self-Determination Theory serves as a theoretical framework to discuss students' acceptance.

The study aims are 1) to determine the strength of students' acceptance of DM use, 2) to analyze differences in acceptance of different types of DM use, and 3) to identify predictors of DM acceptance in PE.

A cross-sectional study with 291 German secondary students (female = 153; male = 138; Mage = 15.78 years, SD = 1.13) was conducted. The data were collected with an online-questionnaire consisting of demographic data, DM usage during leisure time and at school, usage intention for different types of DM use, behavioral regulation regarding future DM use, and barriers/reasons against DM use in PE.

1) Descriptive analysis of the strength of acceptance showed moderate DM use intention for instruction, feedback, organization, and knowledge transfer as well as high usage intention for entertainment. 2) An analysis of variance indicated significant differences in the acceptance of the different types of DM use (ηp2=.023), with the covariates of age (ηp2=.017) and gender (ηp2=.025) playing a role in some types of DM use. 3) In a multiple linear regression explaining 51% of the variance, identified regulation (i.e., usefulness) (ß = .34) and intrinsic motivation (i.e., enjoyment) (ß = .26) were identified as positive predictors of DM acceptance, whereas introjected regulation (i.e., social norms/expectations) (ß = −.11) and amotivation (i.e., meaninglessness) (ß = −.16) were negative predictors.

Overall, students' acceptance of the different types of DM use in PE was moderate. Only entertainment showed a strong acceptance probably due to the students' previous experiences. In line with previous technology acceptance research in educational contexts, usefulness and enjoyment were found to be relevant predictors of DM acceptance. The differences in acceptance of different types of DM use in PE and the relevance of usefulness and enjoyment, should be considered by PE teachers for the successful integration of DM. Future research should investigate differences in DM acceptance in other populations (e.g., primary education), and longitudinal studies are needed to examine causal effects.