Application of Digital Physical Education Learning from the Perspective of Innovation Adoption: A Preliminary Assessment of Students' Perceptions at Wuhan College of Arts and Sciences

Abstract

Against the global backdrop of educational digitalization and sports development, private higher education institutions face unique resource constraints that hinder the effective implementation of digital physical education (PE) initiatives. This study integrates three classic theoretical frameworks—the Diffusion of Innovations Theory, Technology Acceptance Model (TAM), and Self-Determination Theory—to construct and empirically test an influence mechanism model of students' digital PE innovation adoption behavior. A stratified random sample of 579 freshmen and sophomores at Wuhan College of Arts and Science was surveyed using a validated questionnaire, supplemented by 10 in-depth semi-structured interviews. Quantitative data were analyzed using descriptive statistics, reliability and validity tests, Pearson correlation analysis, and multiple linear regression, while qualitative data were coded using NVivo 12.0. Results reveal a significant "cognition-behavior disconnection" phenomenon: students hold moderately positive perceptions of digital PE (M=3.58) but exhibit relatively low actual adoption behavior (M=3.49). Individual and social characteristic factors (β=0.929) emerge as the strongest predictor of adoption behavior, followed by perceived factors (β=0.923) and environmental-institutional factors (β=0.870). Innovation adoption behavior plays a critical partial mediating role between all three antecedent factors and teaching effectiveness, explaining 93.9% of the variance in teaching outcomes. This study proposes a low-cost, high-adaptability optimization framework tailored to resource-constrained private colleges, providing actionable insights for PE digital transformation globally.