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

Jonas Wibowo^1,2*Rüdiger Hofmann¹Tabea Brand¹Henrik Wiese³

• ¹University of Wuppertal, Wuppertal, Germany
• ²Ruhr-Universitat Bochum, Bochum, Germany
• ³Universitat Hamburg, Hamburg, Germany

This study examines the factors influencing the acceptance of digital technologies among physical education teachers, with a view to integrating contemporary digital tools into movement-based learning. The unified theory of acceptance and use of technology is utilised as a framework for this purpose. A survey of 239 physical education teachers was analysed using structural equation modelling. The findings indicated that supportive conditions and behavioural intention equally predicted actual use of digital technologies, while perceived usefulness and social influence significantly impacted behavioural intention. In contrast to prior research findings, perceived ease of use showed no significant effect, suggesting a baseline level of digital literacy among the investigated PE teachers. Additionally, informal learning opportunities had a stronger impact on performance expectancy and effort expectancy than formal learning opportunities, highlighting the importance of self-regulated and practice-oriented learning. Contrary to expectations, age and gender did not significantly influence technology acceptance, indicating that digitalisation has become more embedded in educational practice. These findings underscore the need for balanced investments in digital infrastructure and teacher development, with a stronger emphasis on informal, collaborative learning environments to enhance digital technology integration in physical education.