Background: While a great deal of research has been and is being undertaken to explore the impact of digital technology approaches in teacher education (Henderson et al., 2015; Selwyn, 2016; Song et al., 2017), there is a lack... [ view full abstract ]
Background: While a great deal of research has been and is being undertaken to explore the impact of digital technology approaches in teacher education (Henderson et al., 2015; Selwyn, 2016; Song et al., 2017), there is a lack of empirical studies within Physical Education Teacher Education (PETE). Therefore, the purpose of this paper was (a) to explore the impact of digital technology-based learning activities (DigiTech-LA) on undergraduate students’ intrinsic motivation, learning climate and academic achievement; (b) to test the relations among students’ intrinsic motivation levels and learning climate, as possible predictors of students’ academic achievement.
Method: Two intact classes (n = 110) and one lecturer participated. Every DigiTech-LA involved the creation of a series of audiovisual artifacts using web 2.0 presentation makers (e.g., Piktochart, Powtoon). Data were collected from three sources: (1) Task Evaluation and Learning Climate questionnaires (MANOVA, bivariate correlations, linear regressions and confirmatory factor analysis), (2) students’ tweets and learning blogs (content analysis), and (3) students’ individual final grade.
Results: Questionnaires’ scores and content analysis of the tweets and learning blogs showed a very positive impact of the DigiTech-LA on students’ intrinsic motivation, learning climate and academic achievement. Additionally, the hypothesized model of structural relations indicated a clear relationship among the dependent variables. Providing students with some choice in every learning activity (DigiTech-LA) enhanced their intrinsic motivation and perceived competence, while reduced the pressure on their capacity to be successful in the activity.
Conclusions and applications: A purposeful embedding of digital technology into student-centered approaches could enrich the teaching and learning experience by creating a positive and meaningful classroom environment. More empirical studies (e.g. students' and teachers' perceptions or ) need to be done to expand the knowledge and pedagogical considerations of these approaches within PETE programs.
• Transformative learning and teaching in physical education and sports pedagogy , • Innovative perspectives on physical education, physical activity, health and wellbeing a
