Introduction and theoretical background
Methods
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Which media usage is empirically verified?
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To what extent has the intended goal been empirically achieved?
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What barriers to the use of digital media can be derived from the research?
Research
Database | BISp-surf | FIS | ERIC | PubPsych | Web of Service |
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Search hits | 413 | 898 | 924 | 312 | 1163 |
Total | 3710 | ||||
After removing the doubles | 3355 |
Selection of studies
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Empirical studies dealing with the topic of digital media and technologies in PE were included.
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Studies in which the research subjects were actors in PE were included.
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Studies in which the methodical procedure of the study was clearly and comprehensibly described were included.
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Approaches and concepts for practical implementation and studies dealing with the development of measuring instruments were excluded.
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Studies published in journals and edited volumes as well as dissertations were included. However, abstract volumes were excluded due to their low information content.
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Predatory journals were excluded.
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Articles written in German or English were included.
Database | BISp-surf | FIS | ERIC | PubPsych | Web of Service |
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Search hits | 140 | 48 | 111 | 39 | 438 |
Risk of bias
Results
Authors (year) | Aim of the study | Type of school | Country | Sample | Study design | Central results |
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O’Loughlin, Chróinín, and O’Grady (2013) | To investigate children’s perspectives and experiences through the use of videos in primary school PE. The effects on motivation, feedback, self-assessment, and learning were investigated | Primary school | Ireland | 22 students (12 male, 10 female) + teacher | Qualitative | Children valued the learning process with digital videos and claimed to have improved in all skills. Self-assessment and self-regulative learning increased motivation and supported learning and led to their improved performance. In addition, the self-assessment process through video feedback was perceived as valid and authentic by the pupils |
Casey and Jones (2011) | To evaluate the effectiveness of video technology in promoting student engagement in PE to enable a deeper understanding of throwing and catching | Secondary school | Australia | 27 pupils (8 male, 16 female) + teacher | Mixed-methods | Students developed a deeper understanding and improved articulation about throwing and catching skills. There was also an improvement in the quality of the learning environment. Marginalized students benefited the most from the use of digital media as they felt included, and thus their motivation increased. The desire to ‘look good’ (body image) in the videos is also evident |
Fernández-Batanero, Sañudo, Montenegro-Rueda, and García-Martínez (2019) | To determine the level of technological knowledge of PE teachers in terms of students with disabilities | Primary school | Spain | 341 teachers (208 male, 133 female) | Quantitative | Teachers saw information and communication technology (ICT) as a useful resource to support learning for people with disabilities but felt that specific training is necessary. Female teachers saw themselves as better prepared than their male colleagues. Young teachers also felt better prepared than older teachers. Knowledge deficits in this area were independent of the special educational needs that the teacher was addressing |
Baek, Jones, Bulger, and Taliaferro (2018) | To investigate the perceptions and perceived added value of integrating technology into the PE curriculum of PE teachers in three phases of education (physical education teacher education [PETE], in-service training and graduate education) | Primary and secondary school | USA | Teachers and PETEs (18 male, 1 female) | Qualitative | Teachers did not use much technology in PE and attributed this to the fact that they did not experience digital media in their lessons as students (K–12). Furthermore, they considered digital media to be a hindrance to physical activity. It is thus important that they experience best practice examples for the integration of digital media in PE, see them in action, and learn about them in training and further education |
Weir and Connor (2009) | To assess how digital video could be used in a practical context in PE and to establish parameters for its optimal use | Secondary school | Ireland | 453 pupils (203 male, 250 female) of whom 31 completed questionnaires + 12 teachers | Mixed-methods | Digital video was seen as a useful tool for learning and maintaining engagement. Students reported feeling more confident in using such videos after the project. Teachers saw the greatest benefit of digital media in student learning |
Legrain, Gillet, Gernigon, and Lafreniere (2015) | To test a model that investigates how ICT is integrated into PE lessons and students’ perceptions of teachers’ support of students’ autonomy can directly and indirectly influence students’ cognitive abilities and performance in gymnastics by teaching the satisfaction of basic psychological needs and self-determined motivation | Secondary school | France | 96 students (44 male, 52 female) | Quantitative | The more the students’ basic psychological needs were satisfied, the more their motivation for PE was self-determined. ICT integrated into PE was positively associated with posttest need satisfaction. For students aged 12–13, an ICT environment led to higher psychological need satisfaction, especially when they perceived that the learning process during PE lessons was carried out by a teacher who was perceived as supportive of autonomy. Self-determined motivation positively predicted students’ cognitive abilities and gymnastics performance. Thus, ICT was beneficial for teaching knowledge about dynamic movements |
Gibbone, Rukavina, and Silverman (2010) | To explore the attitudes and practices of secondary school PE teachers in relation to the integration of technology and the relationships between attitudes and practice | Secondary school | USA | 616 teachers (344 female, 266 male) | Quantitative | The results indicate that teachers had positive attitudes but limited use of technology. They reported a number of barriers affecting technology use, including budget, class size, and training. All attitudinal factors correlated with technology use. PE teachers may be more willing to use technology for instruction if they have the opportunity to prepare, practice, and use appropriate resources |
Zhu and Dragon (2016) | To investigate the impact of mobile technology integration on students’ situational interest and fluctuation of physical activity in PE classes | Secondary school | USA | 53 pupils (38 female, 15 male) | Quantitative | The students in the experimental group reported significantly lower physical activity and situational interest than those in the comparison group. Some results suggested that the steps/minutes increased steadily during the lessons in the experimental group, while it remained relatively stable in the comparison group. Mobile technologies, such as the iPad and applications without direct movement prompts, had little short-term impact on increasing physical activity or situational interest |
Sun (2012) | To investigate the impact of exergames on physical activity in the classroom and motivation in PE | Primary school | USA | 74 pupils (34 male, 40 female) | Quantitative | The fitness unit achieved the criteria for moderate physical activity with a positive impact on health. However, the exergaming unit did not meet the criteria in this context. Nevertheless, at the beginning of the unit, the students experienced a significantly higher situational interest in the exergaming than fitness unit. Even at the end, the students still experienced a higher situational interest in the exergames in three of the five dimensions (attention, challenge, exploration, enjoyment, and novelty). Over the course of time, the perception of the situational interest of the students decreased in all measured dimensions, with the exception of attention. With regard to the lesson unit, the students in the fitness lesson always rated all dimensions of situational interest lower than those in the exergame unit |
Gibbs, Quennerstedt, and Larsson (2017) | To explored the different ways in which a dance exergame can be used to teach dance in upper secondary PE. Special attention was paid to the learning processes in which students were involved when the dance game was used as a teaching tool | Secondary school | Sweden | 25 students (13 male, 12 female) | Qualitative | The study demonstrated three different uses of a dance exergame: instructor, facilitator, and inspirer. In relation to these uses, the students were involved in the following learning processes: learning by imitating, repeating, communicating, negotiating, instructing, modelling, and using metaphors. The authors argued that dance exergames can be pedagogically used to teach dance because they focus on movements and steps and allow the teacher to focus on observing, supporting, assigning tasks, and giving feedback |
Hastie, Casey, and Tarter (2010) | To investigate the inclusion of wiki technology in PE | Secondary school | England | 28 students, their PE teacher, and the school librarian | Quantitative | Interviews with the teacher, librarian, and students revealed that the ‘24/7 classroom’ facilitated by ICT, along with an ‘extended community of practice’, resulted in a higher quality learning experience in PE for the participants. In fact, all participants were convinced that the quality of the developed games would not have been possible without the ICT component |
André and Hastie (2018) | To compare how two different teaching approaches affect the students and their teacher | Secondary school | USA | 82 pupils (34 male, 48 female) | Qualitative | The ICT teaching approach was considered a more difficult teaching methodology that required more experience with student-designed games, constructivism, and ICT. Here, more equity was provided among students |
Lee and Gao (2020) | To investigate the short-term effects of app integration on students’ physical activity and psychosocial beliefs | Primary school | USA | 157 students | Quantitative | In the classes with apps, physical activity decreased. However, this tendency also existed in the comparison group. More sedentary activities were observed as well as a decrease in moderate-to-vigorous physical activity. There was an increase in light physical activity in the comparison classes without apps, while there was a decrease in the class with apps. Self-efficacy, social support, and enjoyment increased in the children who participated in the app-integrated PE, although not significantly. In the comparison group, self-efficacy, outcome expectancy, and social support also increased, but again, it was not significant |
Lindberg, Seo, and Laine (2016) | To focus on the effectiveness of Running Othello 2 (RO2) as a learning tool as well as its effect as a training tool and the question of how appealing the tool is to the students. The students’ perceptions of the game functions and difficulties encountered were also investigated | Primary school | South Korea | 61 pupils and the teacher | Mixed-methods | In learning, the playgroup was slightly better than the control group. The game group moved well and was very motivated to do so. However, there were a few technical problems, which could be solved by restarting the game. Overall, it was shown that RO2, by combining physical activity with cognitive content learning, had potential for PE. The authors suggested extending traditional PE with the exergame approach using wearable technological devices |
Lwin and Malik (2012) | To investigate the effectiveness and influence of the inclusion of exergames in PE on social cognitive factors and physical activity in children and adolescents | Primary and secondary school | Singapore | 506 fifth graders and 606 seventh graders | Quantitative | Exergames significantly influenced the students’ attitudes towards physical activity, subjective norms, intentions, and strenuous exercise behavior. Participants in Wii-integrated PE were likelier to have positive attitudes and behaviors. Age significantly influenced the results, with the effect that exergames influenced the younger children more than adolescents. This was true for the areas of attitude and moderate and mild exercise. The authors concluded that the inclusion of exergames in PE classes may be more effective in promoting attitudes and behaviors towards physical activity than regular PE classes, especially for younger children |
Lonsdale, Lester, Katherine, White, and Lubans (2017) | To test the effectiveness of a learning intervention (AMPED) for teachers to maximize opportunities for students to be active during PE lessons and increase young people’s motivation for PE and sport | Secondary school | Australia | 1421 students from 14 schools and the 60 associated sport teachers | Quantitative | AMPED slightly improved moderate to vigorous physical activity (MVPA) and is better when compared to previous face-to-face-only interventions. Online teacher training could help facilitate the widespread dissemination of professional learning interventions |
Sun (2013) | To examine the added value of exergames in PE in the face of obesity and its control | Primary school | USA | 70 students (30 male, 40 female) | Quantitative | The children moved more in exergaming than traditional PE. However, interest in exergaming decreases over time |
Marttinen, Daum, Fredrick, Santiago, and Silverman (2019) | To investigate students’ experiences with the Fitness Integrated with Technology (F.I.T.) unit and perceptions of the use of technology in PE | Primary and secondary school | USA | 13 students | Qualitative | The use of technology was a motivating factor for some students to increase physical activity, and the use of accelerometers was a welcome addition for students. However, some students expressed concerns about the integration of technology, such as the bulkiness of tracking bracelets, not being able to wear them at sporting events, the novelty effect and the lack of access to technology at home, all of which limited their interaction with their tracking bracelets |
Potdevin et al. (2018) | To investigate the effects of using video feedback on the acquisition of motor skills, self-assessment skills, and motivation in PE for beginners learning a gymnastics exercise | Secondary school | France | 18 students in the group with video feedback (10 female, 8 male) and 25 students in the control group without video feedback (12 female, 13 male) | Quantitative | The study showed a significant improvement in motor skills between the fifth and all other lessons in the group with video feedback. Self-assessment also improved significantly in the group with video feedback between the first and second lessons and the fourth and fifth lessons. Demotivation decreased significantly in the group with video feedback between the first and fifth hours |
Nowels and Hewit (2018) | To examine the use of video feedback and whether it supports motor learning in the context of gymnastics exercises | Secondary school | USA | 11 students in the control group without video feedback and 11 students with video feedback | Quantitative | Video feedback combined with verbal feedback improved students’ learning, especially when practicing motor skills. Students with video feedback were able to assess themselves better |
Burges Watson, Adams, Azevedo, and Haighton (2016) | To investigate the implementation of the dance mat system and provide insights into its acceptability as a physical activity intervention | Secondary school | Great Britain | 20 teachers and 120 students | Qualitative | The use of dance mats in some scenarios ensured the inclusion of students who were otherwise difficult to reach. For the original purpose of increasing physical activity, they were used less frequently |
Palao, Hastie, Cruz, and Ortega (2015) | To evaluate the effectiveness of the use of video feedback on students’ learning in PE, while also investigating teachers’ responses to the innovation | Secondary school | Spain | 54 students and 1 teacher with 18 years of professional experience | Mixed-methods | The ‘video and teacher feedback’ condition provided the most overall positive results, with statistically significant improvements in skill performance, technique, and knowledge learning as well as the highest level of practice. Nonetheless, while acknowledging the usefulness of video feedback as a teaching tool, the teacher felt overwhelmed by the demands of the technology, both in terms of his time commitments and his own technological competencies |
Chang, Zhang, Huang, Liu, and Sung (2020) | To investigate the effects of augmented reality on motor learning, knowledge about movements, and learning motivation in relation to the subject of running | Secondary school | Taiwan | 25 (experimental group) and 27 (control group) pupils | Mixed-methods | In the text about the motor characteristics of running (pre–post), both groups showed no significant differences. In the running itself, both groups were evaluated by teachers, with the experimental group receiving significantly better ratings regarding running style. The same applied to the values regarding learning motivation. Finally, interviews were conducted with the students, which indicated that the they rated the experiment as difficult |
Koekoek, van der Kamp, Walinga, and van Hilvoorde (2019) | To investigate the influence of the ‘debate of ideas’ on the students in terms of the perceived learning effect and agreement in the assessment of tactical situations | Secondary school | Netherlands | 20 students (10 female, 10 male), 10 students each in the experimental and control groups | Mixed-methods | Both groups had only a low level of agreement in their evaluation of the tactical decisions of their classmates. This shows that the students perceive the discussed situations differently. Both groups showed little accuracy in their assessment of whether or not a shot at the basket was appropriate for the game situation or not. Moreover, there were no differences between the groups. However, the students with video feedback had a better common understanding of their perceived learning progress compared to the control group, who reflected on the game situations without video material |
Kok, Komen, van Capelleveen, and van der Kamp (2020) | To investigate the effects of self-controlled (SC) video feedback (VF) on motor learning and self-efficacy of students in PE (when students receive feedback independently of the SC). The second aim of the study was to investigate the extent to which self-efficacy and self-control predict student motor learning | Secondary school | Netherlands | 56 students in three groups of 22, 17, and 17 students | Quantitative | The results showed that distance and technique improved significantly in all groups. Self-efficacy improved after practice for the SC-VF group and the teacher controlled (TG) group but not for the external controlled(EC)-VF group. In addition, the students in the SC-VF group reported a higher perceived learning effect compared to the students in the EC-VF group. No differences in perceived enjoyment were found. Self-efficacy could predict improvements after practice from the pretest to the retention test |
Roure et al. (2019) | To compare the effects of video feedback on students’ situational interest in gymnastics | Secondary school | Switzerland/Belgium | 361 pupils (47.3% male, 52.7% female) | Quantitative | The results showed the crucial role of PE teachers when video feedback was used to improve the situational interest of students in PE classes. In addition, the data showed that the mean scores for situational interest were significantly higher for the video and teacher FB groups than for the other two groups. No differences were found between the teacher FB group and the VFB group |
Bodsworth and Goodyear (2017) | To explore the barriers and facilitators to purposeful technology integration in cooperative learning in PE | Primary school | England | 36 pupils (11 female, 25 male) and the teacher | Qualitative | Unfamiliarity with the technology and poor group cooperation were identified as initial barriers to students’ learning when integrating technology. The study showed that choosing a clearly defined approach (in this case, cooperative learning) that has already been tested and found to support the use of digital technologies does not automatically lead to good learning experiences for students. If teachers want to purposefully use digital technologies in PE and ensure that the technology helps the students to learn optimally, then the SCs should refine and develop their practices through a reflective learning process, such as action research |
Wadsworth, Brock, Daly, and Robinson (2014) | To investigate activity behavior and enjoyment in PE while playing active video games and comparable traditional activities | Primary school | USA | 132 pupils (69 second grade, 63 third grade), of which 62 were female and 70 male | Quantitative | The study showed that the students took significantly more steps in modified tennis than when playing using Wii. There was no significant difference between the genders in terms of physical activity in the two scenarios. The students found tennis with Wii better than without. Further, 100% of the students had fun playing with Wii and 100% said they would like to play again. Only 45% of the students had played Wii Tennis before, and only 34% of the students had played traditional tennis before. Overall, 89% of the students said they would play Wii in PE if they had the opportunity |
Jarraya et al. (2019) | To investigate the effect of perceived complexity of game performance for students learning tactics in basketball with video examples played at different speeds | Secondary school | Tunisia | 120 students (78 female, 42 male) | Quantitative | When the complexity of the content was low, students invested the same mental effort regardless of the presentation speed. For content with medium and high complexity, students invested less mental effort with a slow presentation speed than with a normal presentation speed. When the complexity of the content was low, students achieved equal game performance scores, no matter what the presentation speed was. For medium and high complexity content, students achieved higher performance scores at a slow presentation speed than at a normal presentation speed. However, there were no significant differences between the low—and normal—speed presentations when the complexity of the content was low. Conversely, for the medium and high complexity content, learning was more efficient with a low presentation speed than with a normal presentation speed |
Ye, Lee, Stodden, and Gao (2018) | To investigate the effectiveness of combined exergaming and PE on children’s motor skills and fitness in comparison to conventional PE | Primary school | USA | 261 pupils (127 male, 134 female) | Quantitative | The results showed that the combined exergaming program has a positive effect on the BMI and fitness of students, which, according to the authors, indicates that exergaming is a good alternative program to complement traditional PE |
Andrade, Correia, d. Cruz, and Bevilacqua (2019) | To determine whether playing exergames had an influence on children’s mood during PE | Primary school | Brazil | 140 students (59 male, 81 female) | Quantitative | This study examined effects of exergames in PE on the mood of students and showed that playing exergames helped increase strength as well as exhaustion. The authors concluded that 3 h of exergames had an acute effect and improved children’s mood during PE |
Fogel, Miltenberger, Graves, and Koehler (2010) | To evaluate the effect of exergaming on the activity of four inactive students in PE | Primary school | USA | 4 fifth-grade students (2 female, 2 male) | Quantitative | The results showed that exergaming led to higher levels of physical activity and that the students had more opportunities to be physically active than in traditional PE classes. Furthermore, exergaming was socially acceptable for both the students and the SC. According to the authors, exergaming is a promising method to increase physical activity among inactive children. They also view it as a possible intervention against obesity in children |
Quintas, Bustamante, Pradas, and Castellar (2020) | To analyze the effects of gamified exergame intervention in PE in primary schools according to psychological variables such as motivation, flow, basic psychological needs, and academic performance | Primary school | Spain | 417 pupils from sixth and seventh grades (222 female, 195 male) | Quantitative | The results show positive effects of exergaming on basic psychological needs, academic performance, and a few flow dimensions. Meanwhile, no interaction effects were found on intrinsic motivation, external regulation, and amotivation, although specific improvements in the exergaming group were discussed. The Mechanics–Dynamics–Aesthetics Gamification instructional model and the Just Dance Now exergame may be resources that can have positive psychological effects on school PE |
Cheng and Chen (2018) | To analyze the impact of the use of a user-friendly app on physical fitness in primary schools | Primary school | Taiwan | 89 students (40 male, 49 female) | Quantitative | This comparative study showed that traditional PE with the help of app use can improve the fitness scores of students more than without its use. Strengthened student’ self-efficacy |
Maivorsdotter and Quennerstedt (2019) | With the help of an epistemological practice-oriented analysis, gender-specific habits of teenagers when exergaming in PE were examined in order to develop ideas for their use in PE | Secondary school | Sweden | 7 students (4 female, 3 male) | Qualitative | The study showed that exergaming reproduces traditional gender roles if the students play in gender-homogeneous groups. Undoing gender becomes visible when playing in gender-heterogeneous groups. The teacher not participating in the play was seen to be a critical factor |
Chen and Sun (2017) | To investigate the effectiveness of an intervention of an active video games (AVG) program in primary school | Primary school | USA | 65 third and fourth graders. 29 third graders (10 male, 19 female), 36 fourth graders (15 male, 21 female) | Quantitative | A 6‑week program (40 min—three times per week) with AVG could be an effective strategy to improve children’s cardiorespiratory fitness while maintaining the enjoyment of PA |
Steinberg et al. (2020) | To empirically record the sociocultural practices that young people developed through the use of mobile digital technologies in their PE classes. The focus was on dance and the associated process- and product-relevant esthetic teaching–learning collaborations of young people | Secondary school | Germany | 10 students observed and six interviews | Qualitative | The results showed that there were some challenges for sport didactics with regard to individualization and the expansion of teaching and learning outside the sport hall on users’ mobile devices. In particular, the usage behavior (e.g., barriers to filming body and movement, private text messaging) of personal mobile devices disturbs the traditional classroom experience |
Chen, Zhu, Kim, Welk, and Lanningham-Foster (2016) | To investigate how students learn more about energy balance, with an experimental group receiving a learning unit and digital devices (pedometer) and a control group only receiving the learning unit | Secondary school | Taiwan | 140 pupils from sixth and seventh grades | Quantitative | The experimental group with the digital devices learned more about energy balance than the control group |
Kretschmann (2017) | To examine the impact of a technology-enhanced teaching scenario in PE featuring video feedback on swimming performance, using a tablet computer in particular | Secondary school | Germany | 30 pupils of a fifth-grade class | Mixed-methods | The experimental group swam faster than the control group, showing that video feedback can be an effective teaching method to help improve swimming performance in the front crawl. The students found the video feedback to be good |
Sheehan and Katz (2012) | To investigate the influence of exergaming as well as a specific fitness program (ABC) on the balance ability of primary school children | Primary school | Canada | 67 pupils (38 female, 29 male) | Quantitative | The exergaming group and the ABC group improved their balance ability about equally as well and both did significantly better than the control group |
van Doodewaard et al. (2018) | To identify how teachers select students to demonstrate the task in question in instructional videos and discuss what consequences the selection may have for favoring and marginalizing certain students | Secondary school | Netherlands | 6 teachers (1 female, 5 male) plus 26 teachers who attended a training on digital media in PE | Qualitative | The authors note that the selection of students for the demonstration video was based on perceived competence to perform well on the video as well as perceived resilience to cope with public scrutiny of their bodies. The teachers constructed hierarchies of desirable bodies that could be placed within the intersecting discourses of ability, gender, and ethnicity. This led to the selection of students who were primarily white and embodied masculine characteristics. All other bodies were made invisible (no students with physical disabilities, hardly any girls, and mostly white students) |
Tou, Kee, Koh, Camiré, and Chow (2020) | To investigate and compare the attitudes of PE teachers towards ICT in PE in different demographic groups | Primary and secondary school | Singapore | 422 teachers | Quantitative | The results showed that attitudes towards ICT differed significantly between teachers of different genders (men were more positive than women), age (the older they were, the more critical), and teaching experience (the more experienced they were, the less use). However, no significant difference in attitudes towards ICT was found between teachers of different school levels. The results of this study can inform policy makers and stakeholders who are interested in promoting the integration of ICT in PE |
Ma, Bekker, Ren, Hu, and Vos (2018) | To investigate how audio augmentation can influence the physical activity of students in PE | Secondary school | Netherlands/China | 20 pupils (19 female, 1 male) | Mixed-methods | The results showed that audio augmentation can influence the playful experience of teenagers. Relaxation and expression were positively influenced as were social interaction and perceived competence. However, there were also negative reinforcements in case of failure |
Sargent and Casey (2019) | To explore the reasons two UK-based PE teachers gave for why and how they used FL to complement their use of digital technology | Secondary school | England | 2 teachers (1 male, 1 female) | Qualitative | The results showed that each teacher used FL and digital technologies in nuanced ways to support their teaching. Despite personal differences, FL was established by both teachers as a consistent practice routine to support the use of digital technologies. Overall, the results indicated that FL, when used in conjunction with digital tech, has the potential to provide pedagogical support to teachers’ PE classes. This is particularly relevant given the limited time allocated to PE in the curriculum (some of which are inevitably lost in the changing rooms) and the perceived need for students to be physically active in class |
Gao et al. (2017) | To investigate the effect of exergaming on sedentary behavior (SD), light motor activity (PA), moderate to vigorous physical activity (MVPA), and energy expended (EE) over 2 years as compared to regular PE | Primary school | USA | 261 second and third graders (134 female, 127 male) | Quantitative | Significant positive effects were found for SB, mild ones for PA and MVPA, but none for EE. Follow-up pairwise comparisons revealed significant increases from pretest to posttest for mild PA, MVPA, and EE with no changes in SB. Conversely, significant decreases in mild PA occurred from posttest to follow-up, with no differences in MVPA and EE over the same period. However, for SB, a significant increase was observed from posttest to follow-up |
Goodyear et al. (2014) | To examine using video cameras in cooperative learning to bring about a positive change in the learning environment for girls who have been observed to have low engagement in PE | Secondary school | England | Students from two grade-10 classes (female) | Qualitative | The results suggested that the role of the trainer and the cameraperson was crucial for girls’ engagement. Some girls only participated ‘fully’ in class when learning remained within the social and cognitive dimension, as they could ‘hide behind the camera’ and did not have to physically participate. The authors suggested that the physical aspect of learning be temporarily removed (at least for some girls) to engage them in PE and influence their longer-term engagement |
Finco, Reategui, Zaro, Sheehan, and Katz (2015) | To examine setting up an exergame lab that focused on children and young people who show signs of dissatisfaction in PE | Primary school | Brazil | 24 students (12 female, 12 male) | Qualitative | The results showed that students who are normally unmotivated to participate in PE show positive attitudes towards exergaming practices and are willing to cooperate with children of the same age. The authors also found that exergaming created situations in which students could increase the regularity of performing physical exercises |
Aktag (2015) | To examine the computer self-efficacy, performance outcomes, personal outcomes as well as the impact and anxiety levels of PE teachers. The influence of teaching experience, computer use, and participation in seminars or in-service programs on computer self-efficacy level was also determined | Secondary school | Turkey | 145 teachers | Quantitative | The results of this study showed that there was a significant positive correlation between the teachers’ computer self-efficacy, performance outcome, personal outcome and influence and a significant negative correlation between the teachers’ computer self-efficacy and anxiety level. They also found that with increased duration of computer use, the teachers’ computer self-efficacy increased and the anxiety level decreased |
Juditya et al. (2020) | To investigate the feasibility of the digital learning material, POJOK | Secondary school | Indonesia | 40 students | Quantitative | The app being studied was found to be suitable for all students in lower secondary school and served to support the learning process in PE, especially in teaching complex games such as basketball, volleyball, and soccer |
Hill and Valdez-Garcia (2020) | To identify PE teachers’ perceptions of their accessibility to learning technologies, the availability of technical assistance, and specific barriers to integrating technology into their classrooms | Secondary school | USA | 201 PE teachers for adapted physical education (APE) or non-APE PE (122 female, 79 male) | Quantitative | Lack of time, incentives, understanding, and access were the primary barriers to the successful use of technology in the classroom. Specifically, 65% of participants reported that they received an adequate level of technical support from their school leadership, while 61% reported that the lack of support was the barrier to integrating digital media into the classroom. Women were significantly likelier than men to cite lack of time as a barrier to using digital media in the classroom |
Bisgin (2014) | To analyze the attitudes of PE teachers towards the use of technology and its position in education | Primary and secondary school | Turkey | 171 teachers (42 female, 129 male) | Quantitative | The results showed significant differences between teachers according to gender, age, and length of service, but did not show significant differences in terms of their administrative tasks. For example, female PE teachers used technology more often than their male colleagues, and teachers who were 41 years and older used significantly less technology in the classroom. However, there was no significant difference in the evaluation of technological materials |
Fernández Basadre, Herrera-Vidal Núnez, and Navarro Patón (2015) | To investigate the habits of using ICT in primary school children and evaluate whether they think that using it facilitates their education or not—especially in the field of PE | Primary school | Spain | 100 pupils (57 male, 43 female) | Quantitative | The authors found that 67% of the pupils surveyed thought that using ICT would make their homework easier. Specifically, 70% of the students who participated at least once in an activity such as treasure hunt or orienteering said that ICT would make it more attractive. Further, 81% of the students who were about to finish primary school already owned a mobile phone. The main conclusion for the authors was that technological advances should be used as pedagogical tools to enhance and complement the different areas within the curriculum and take advantage of the great popularity they have among children and young people |
Østerlie and Mehus (2020) | To investigate whether and how the introduction of a FL framework in Norwegian lower secondary PE can influence students’ situational motivation and HRFK | Secondary school | Norway | 206 students (97 female, 109 male) | Quantitative | The results showed a negative motivational change for male students unless there was an explanatory rationale through FL for the activity changes. However, the use of FL led to more cognitive learning, resulting in higher levels of HRFK for both girls and boys. The authors concluded that the current research provides valuable insights into Norwegian students’ motivation for PE and stated that cognitive knowledge learning can be influenced when integrating the use of ICT in PE |
Marttinen, Landi, Fredrick, and Silverman (2020) | To assess teachers’ perceptions of the integration of digital technologies in PE and how these influenced pedagogical practice | Primary and secondary school | USA | 12 teachers (6 male, 6 female) | Qualitative | Teachers use digital media in PE when it enhanced rather than replaced PE. It was further found that teachers’ attitudes and the material circumstances of schools influenced the way digital media were used |
Nation-Grainger (2017) | To improve the movement levels of 10th grade students in PE through wrist-worn movement monitors | Secondary school | Great Britain | 10 pupils out of a total group of 47 pupils due to the lowest motivation scores | Mixed-methods | During the 6‑week intervention, an increase in identified regulation and an increase in calories burned and distance walked in the experimental group were found. Surprisingly, there was no significant correlation between the two. However, further results indicated that the intervention supported the basic psychological needs of each student in the experimental group. No differences were found in the motivation of the students |
Penney, Jones, Newhouse, and Cambell (2012) | To investigate authentic digital forms of assessment with high reliability and provide research-based insights for PE teachers | Secondary school | Australia | 5 teachers and 72 pupils | Mixed-methods | Students found the assessment task to be authentic and meaningful and found that the ‘practical’ and ‘theoretical’ aspects had been combined well. Teachers found that the task aligned well with the pedagogical intent of the course and provided a valid means of assessing students’ skills, knowledge, and understanding of aspects of the course content |
Quintas-Hijós, Peñarrubia-Lozano, and Bustamante (2020) | To investigate the applicability of gamified exergame interventions in primary school PE | Primary school | Spain | 8 teachers (6 male, 2 female) and 417 pupils (222 female, 195 male) | Mixed-methods | Gamification created more enthusiasm and motivation among the students. The exergame itself provided more fun and motoric learning. Exergames with gamification as a method were described as didactically meaningful. Overall, the results showed more fun and motivation, more joy in dancing, less shame in dancing, more creativity, more autonomous learning, and a digital leisure alternative |
Rincker and Misner (2017) | To investigate the effectiveness of AVG in terms of children’s motivation, physical skills, and satisfaction | Primary school | USA | 404 students | Mixed-methods | In all three groups there was a significant increase in the mean mastery score. Thus, the groups did not differ in physical skills; thus, AVGs offer potential as a learning method for cultural dance. Additionally, there was a significant increase in heart rate |
Robinson and Randall (2017) | To identify the factors that favor or hinder the use of digital media in PE | Primary and secondary school | Canada | 206 teachers (102 male, 80 female, 24 not specified) | Mixed-methods | The results showed that different technologies were used with different frequency. External barriers (time, expertise, and resources) and internal barriers (teachers’ beliefs and established pedagogy) were identified |
Shewmake, Merrie, and Calleja (2015) | To compare the levels of perceived enjoyment and effort of third and fourth grade students in exergames and traditional PE | Primary school | USA | 148 students (71 third graders [34 female, 37 male] and 77 fourth graders [36 female, 41 male]) | Quantitative | While the students enjoyed their time with the X‑Box Kinect systems significantly more, they felt that they would exert more effort outside of them |
Rekik, Khacharem, Belkhir, Bali, and Jarraya (2019) | To analyze the impact of instructional media (photo or video) on learning outcomes, cognitive load, and attitudes of secondary school students | Secondary school | Tunisia | 68 pupils (61.76% female) | Quantitative | Learning with dynamic videos outperformed static photos in both game comprehension and performance. The results also showed less cognitive load and improved attitudes towards working with videos instead of photos |
Hansen and Sanders (2010) | To investigate children’s experiences of participating in active play during PE | Primary school | USA | 6 students (3 female, 3 male) | Qualitative | The results of this study suggested that active play could be used in 21st century PE to increase children’s physical activity levels. Students who played actively during PE demonstrated a ‘persistence to play’ as well as a voluntary desire to engage and stay engaged in technology-enhanced physical activities |
Bendiksen et al. (2014) | Primary school children were compared in terms of heart rate response to different types of PE as well as the fitness effects of a short-term PE training program with high versus low-to-moderate aerobic intensity | Primary school | Denmark | 93 students (50 male, 43 female) | Quantitative | Average heart rate and time spent in the aerobic HI zone in young school children participating in ball games were significantly higher than in circuit training, running, and Nintendo Wii games. In addition, a short-term intervention with HI ball game exercise classes resulted in a significant improvement in intermittent exercise performance and lower cardiovascular stress during submaximal exercise. It was also observed that small-sided ball games in the school setting elicited high heart rate values in all participants, regardless of gender, fitness level, BMI, and participation in sport clubs |
Huang and Gao (2013) | To investigate the influence of previous experiences with the situational interest and physical activity levels of the students and the relationships between situational interest and physical activity levels in Dance Dance Revolution | Secondary school | USA | 135 pupils (70 male, 65 female) | Quantitative | Based on the descriptive analyses, the students showed moderate situational motivation towards Dance Dance Revolution. However, the results showed that the students were not physically active in this unit |
Kretschmann (2015) | To investigate the relationship between PE teachers’ computer literacy and their use of technology in PE | Secondary school | Germany | 57 PE teachers (26 male, 31 female) | Quantitative | The use of ICT, such as laptops, internet, and digital cameras, by PE teachers showed statistically significant differences in their computer skills (low, average, and high). The PE teachers surveyed tended not to use technology in PE lessons. However, the higher their computer skills were, the likelier they were to include technology in PE lessons |
Lee (2018) | To investigate the impact of integrating mobile apps into PE on children’s physical activity and psychosocial beliefs | Primary school | USA | 157 pupils | Quantitative | App-based PE appeared to not be effective in improving primary school children’s physical activity and psychosocial beliefs in the short term; instead, the opposite was partly the case. Sedentary behavior increased in the group of app users, and sedentary behavior of light exercise decreased. Intense movement, on the other hand, increased |
Engen et al. (2018) | This study explored (1) whether and how wearable technologies can be used to support learning in and across different subjects and (2) what concerns wearables raise in relation to cyber-ethics | Secondary school | Norway | 21 students (13 male, 8 female) and the teachers for the subjects | Qualitative | Students were surprisingly not concerned about privacy issues related to the use of smartwatches. Instead, introduction of Fitbits in PE was a motivating factor for them. The fact that physically passive students were motivated to be more active was a positive side effect |
Greve et al. (2022) | To investigate the possibilities and limits for educational processes (with regard to PE, general education, and also media education) that can be reconstructed | Primary school | Germany | 39 students | Qualitative | From the analysis of the interviews, a system of categories was developed that describes the phenomena of an expanded approach to the experience of physical activity in PE. These were titled ‘New Creative Roles and Tasks’ (subdivided into the two subcategories ‘The Empowered Camera Child’ and ‘The Cool Actor’) and ‘Focused Products’ (subdivided into the three subcategories ‘New Adoption of a Product’, ‘Improvement and Development of the Product’, and ‘Appreciation and Recognition of the Product’). The results show that the children’s main focus is on experiencing movement |
Sohnsmeyer (2011) | To investigate the conditions under which the engagement with a digital movement-sensitive table tennis game had an influence on both the speed and the correctness of anticipatory decisions in table tennis. In addition, the potential of digital games for the acquisition of table tennis-specific action knowledge was explored | Secondary school | Germany | students | Quantitative | These three studies showed that exposure to a movement-intensive table tennis game could improve game-specific reaction abilities and action knowledge. Simultaneously, none of the three studies demonstrated an effect on the accuracy of anticipation performance. In this context, it was argued that the requirements of the digital game used are not sufficiently dimensioned to develop the necessary competences with regard to accuracy in terms of decision-making |
Reynolds, Benham-Deal, Jenkins, and Wilson (2018) | To determine physical activity while playing a dance-based video game | Primary school | USA | 27 pupils of a fifth-grade class | Quantitative | No significant difference was found between the on-game and off-game physical activities. Students achieved 16% of the required physical activity in both settings |
Marin-Marin, Costa, Moreno-Guerrero, and Lopez-Belmonte (2020) | To examine whether the use of Makey Makey influences various psychosocial and pedagogical dimensions in the subject of PE | Secondary school | Southern Spain | 177 pupils (41.24% male, 58.76% female) | Quantitative | The teaching method in which Makey Makey was used led to more success in several areas compared to conventional PE. The data showed that the teaching–learning process with the Makey Makey system had the greatest impact on motivation, teacher–student interactions, collaboration, and teacher evaluation |
Rojo-Ramoz et al. (2020) | To show the level of digital literacy of PE teachers working in the Spanish public school system | Primary school | Spain | 201 teachers (109 male, 92 female) | Quantitative | Digital media was used predominantly by young teachers, who consequently further developed their competences. Differences between men and women existed only at the highest level of competence. There, the proportion of men was five times higher than the proportion of women. The teachers’ self-assessment was often below their actual competence level |
Asogwa et al. (2020) | To investigate the effect of a video-based intervention on the school engagement of hearing-impaired students | Secondary school | Nigeria | 46 students | Quantitative | The results showed that the video-based educational intervention significantly improved the academic engagement of hearing-impaired adolescents in the intervention group compared to those in the control group |
Vega-Ramirez, Notario, and Avalos-Ramos (2020) | To analyze the use of smartphones among teenagers and the level of satisfaction with the Polar Beat application in the context of PE in high school | Secondary school | Spain | 40 students | Quantitative | The app gave students a better understanding of the lesson content. Likewise, the motivation of the students improved, so the app can be seen as a good, innovative way to use it in PE. There was a greater effect on female participants |
Moreno-Guerrero, Alonso Garcia, Ramos Navas-Parejo, Campos-Soto, and Gomez Garcia (2020) | The main objective of this paper was to analyze the impact of training interventions through the use of augmented reality in PE on the development and acquisition of spatial orientation | Secondary school | Spain | 140 pupils (58.33% male, 41.67% female) | Quantitative | The results show that all dimensions (learning time, collaboration, autonomy, etc.) had a very high, significant correlation. The largest difference, on average, was observed in motivation. In contrast, the smallest, albeit significant, difference was in the grades given by the teachers themselves. The conclusion was that the method of teaching through augmented reality was effective in PE for high school students, especially for the acquisition of spatially oriented content |
Trabelsi, Gharbi, Masmoudi, and Mrayeh (2020) | This study primarily aimed to explore the impact of peer-to-peer feedback interactions on female adolescents’ engagement in PE and the potential of video technology to enhance this experience | Secondary school | Tunisia | 47 female pupils | Quantitative | Data analysis revealed that the video-based peer feedback approach was more efficient in terms of its ability to enhance the studied population’s engagement in the learning process during PE classes. Indeed, the positive effects of vision-based peer feedback interactions were observed only on female students’ emotional engagement, whereas the video-based peer feedback interactions were potent enough to enhance female students’ motor, cognitive, emotional, and sociointeractional engagement in PE classes |
Papastergiou, Natsis, Vernadakis, and Antoniou (2020) | To assess the impact of the integration of tablets and a mobile application for fitness development on primary education students’ intrinsic motivation in PE lessons | Primary school | Greece | 145 students (75 male, 70 female) | Quantitative | Lessons yielded student satisfaction. Student interest and enjoyment after the lesson in which tablets and the app were used were higher than those after an equivalent lesson without technology |
Østerlie and Kjelaas (2019) | To examine the perceptions of adolescents of a FL framework applied to enhance student motivation and learning in PE | Secondary school | Norway | 10 students (7 female, 3 male) | Qualitative | The students had a positive perception of preparing for PE classes if the preparation material was in the form of a video. FL seemed to have a positive effect on student understanding and learning and promoted a change in how the students valued the subject |