July 25, 2025Open Access

Toward Sustainable Integration of Digital Technology in Physical Education: A Teacher-Centered TAM–TPACK Framework for Instructional Design

Key Points

The study develops a TAM–TPACK framework to improve how digital technology is integrated into physical education.
Findings show that Perceived Usefulness and Perceived Ease of Use positively influence teachers' instructional decisions.
Qualitative data were collected from three teachers using augmented reality in PE classes to assess their experiences.
The framework emphasizes the need for clear criteria and training for teachers to support sustainable digital instruction.

Abstract

As digital technologies become increasingly integrated into elementary physical edu-cation (PE), the role of teachers in not merely adopting but contextually integrating these tools into pedagogical practices has become critical. This study aims to develop a theoretical framework that interlinks the Technology Acceptance Model (TAM) with Technological Pedagogical Content Knowledge (TPACK) to explain how elementary teachers perceive and implement digital technologies in their instruction. Focusing on augmented reality (AR) climbing content, this qualitative case study investigated the experiences of three elementary school teachers who incorporated AR into PE classes. Data were collected through semi-structured interviews, class videos, instructional plans, and satisfaction surveys. A deductive content analysis was conducted to examine the associations between TAM components—Perceived Usefulness (PU), Perceived Ease of Use (PEU), and Behavioral Intention (BI)—and core TPACK elements, specifi-cally Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK). The findings revealed that PU and PEU influenced goal-setting, in-structional feasibility, and judgments on content alignment, while BI shaped teachers’ pedagogical intentions and design decisions. TCK and TPK played pivotal roles in aligning AR content with curricular goals and adapting it into viable lesson structures. The study identified a structural correspondence between PU–TCK, PEU–TPK, and BI–TPACK, confirming the integrative potential of TAM and TPACK. The proposed TAM–TPACK framework provides a coherent model for understanding the educational ac-ceptance and enactment of digital technologies in PE, emphasizing teacher acceptance and instructional design capacity as essential conditions for meaningful integration. To ensure the sustainability of digital PE instruction, the study suggests the need for standardized criteria for technology adoption, structured professional development, incentive systems for implementation, and equitable access to local infrastructure.

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