# Differences in Sports Learning by Digital Literacy Level Among Generation Z: An Application of the Unified Theory of Acceptance and Use of Technology (UTAUT) and Media Richness Theory (MRT)

## TL;DR

This study explores how digital literacy affects sports learning among Gen Z using theories about technology acceptance and media richness.

## Contribution

The study applies UTAUT and MRT to show how digital literacy differences impact sports learning outcomes in Gen Z.

## Key findings

- Higher digital literacy correlates with better technology acceptance and richer media experiences in sports learning.
- Digital literacy differences within Gen Z affect how they engage with online sports learning tools.
- The study confirms the importance of media richness and digital literacy for equitable sports education.

## Abstract

This study examines the differences in sports learning among Generation Z based on digital literacy, using the Unified Theory of Acceptance and Use of Technology (UTAUT) and Media Richness Theory (MRT). As non-face-to-face sports learning—including online lectures, remote coaching, and virtual reality—rapidly expands, digital literacy has become a key factor influencing learning outcomes and equity. Data were collected from Generation Z adults engaged in sports learning through platforms including YouTube, social networking services, online lecture platforms, and mobile applications. Participants were classified into low (n = 87)-, medium (n = 80)-, and high (n = 70)-digital-literacy groups. A 32-item questionnaire adapted from prior studies assessed digital literacy (4 items), four UTAUT constructs (performance expectancy, effort expectancy, social influence, and facilitating conditions; 16 items), and three media richness dimensions (multiple channels, immediacy of feedback, and personalness; 12 items). Confirmatory factor analysis demonstrated acceptable model fit (χ2 = 779.013, df = 436, p < 0.001, NFI = 0.914, IFI = 0.960, TLI = 0.954, CFI = 0.960, SRMR = 0.037, RMSEA = 0.058), reliability (all ω and α > 0.70), and convergent/discriminant validity (all AVE > 0.50; C.R. > 0.70). Group comparisons indicated that higher digital literacy was linked to higher scores in technology acceptance and media richness perceptions (F = 40.364–64.150, p < 0.001, ηp2 = 0.257–0.354) These findings indicate that intra-generational differences in digital literacy shape technology use and media experience in sports learning, highlighting the need to enhance media richness and systematically develop learners’ digital literacy to improve digital sports education’s effectiveness and equity. But causal inferences are limited by the cross-sectional design.