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<p>This study used a cross-sectional survey design to examine how Chinese physical education institutions employ technology to improve pedagogy, classroom climate, educational resources, and students’ information use and comprehension. Six hundred fifty undergraduate students from Henan, Hebei, Guangdong, Jiangsu, and Sichuan participated in the survey, which was analyzed using structural equation modeling (SEM) based on Social Cognitive Theory and the Technology Acceptance Model. The results indicate that technology, teaching methods, learning materials, and classroom atmosphere all contribute to promoting information literacy. The study engaged mediation and moderation effects to elucidate how psychological and contextual factors influence physical education information literacy, thereby advancing both theory and practice. Self-efficacy mitigated the impacts of instructional materials and classroom climate, while self-reported academic performance increased the effects of technology tools and pedagogical techniques. The cross-sectional investigation found associations rather than causality. Results show that consistent staff training, equal access to resources, and initiatives to promote students’ self-esteem in using technology in physical education are priorities.</p>

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Modeling information literacy in Chinese physical education: the roles of technology integration, teaching practices, self-efficacy, and academic performance

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月3日

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  • Xiangle Zhang,
  • Hongxia Tian

摘要

This study used a cross-sectional survey design to examine how Chinese physical education institutions employ technology to improve pedagogy, classroom climate, educational resources, and students’ information use and comprehension. Six hundred fifty undergraduate students from Henan, Hebei, Guangdong, Jiangsu, and Sichuan participated in the survey, which was analyzed using structural equation modeling (SEM) based on Social Cognitive Theory and the Technology Acceptance Model. The results indicate that technology, teaching methods, learning materials, and classroom atmosphere all contribute to promoting information literacy. The study engaged mediation and moderation effects to elucidate how psychological and contextual factors influence physical education information literacy, thereby advancing both theory and practice. Self-efficacy mitigated the impacts of instructional materials and classroom climate, while self-reported academic performance increased the effects of technology tools and pedagogical techniques. The cross-sectional investigation found associations rather than causality. Results show that consistent staff training, equal access to resources, and initiatives to promote students’ self-esteem in using technology in physical education are priorities.