Scientific Reports (Oct 2024)
From wearables to performance: how acceptance of IoT devices influences physical education results in college students
Abstract
Abstract With the advent of IoT technology in education, understanding its impact on physical education is crucial. This study investigates how the acceptance of wearable IoT devices influences the physical education results of college freshmen. It posits that user acceptance plays a mediating role in the effectiveness of these devices in enhancing physical performance metrics. The study enrolled 150 first-year students from Guangzhou University of Finance, divided equally into an experimental group and a control group. Participants in the experimental group were provided with ‘Xiaomi 8’ smart bracelets to be worn during physical education classes. The study spanned six weeks, focusing on assessing various physical performance metrics and the acceptance of the wearable technology. The data analysis involved comparing the physical performance of both groups and conducting regression analyses to evaluate the mediation effect of acceptance. Results indicated significant improvements in physical performance metrics in the experimental group, as evidenced by the Standardized Mean Differences (SMD). Notably, enhancements were observed in short-distance speed and aerobic endurance. The direct impact of wearable IoT devices on physical performance accounted for 66.4% variance, which increased to 84.1% upon incorporating acceptance as a mediator. These findings suggest that the effectiveness of wearable technology in physical education is significantly influenced by students’ acceptance. The study concludes that wearable IoT devices can effectively enhance physical education outcomes among college students, with user acceptance playing a crucial mediating role. This underscores the importance of considering user acceptance in the integration of technology in educational settings. The findings provide valuable insights for educators and technologists in designing and implementing technology-integrated curricula.
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