Research on digital informal learning of sports knowledge of Chinese undergraduates

Abstract With the development of digital technology, the proportion of time spent on digital informal learning in students’ daily lives is increasing. However, digital informal learning behaviors in sports field have not been fully justified and studied. This article aims to investigate the current situation and influencing factors of digital informal learning of sports knowledge (DIL-S) of Chinese undergraduates. As a cross-sectional study, 401 non-sports undergraduate students from six Chinese universities completed the DIL-S measurement questionnaire. The partial least squares structural equation modeling (PLS-SEM) was constructed to explore association among DIL-S, technology expectancy (TE) and digital competence (DC). Results show that (1) Male students’ cognitive learning (CL) was significantly better than that of females; Senior students’ metacognitive learning (MCL) was significantly better than that of junior students; Sports university students’ cognitive learning, metacognitive learning, and social and motivation learning (SML) were significantly better than that of non-sports university students. (2) Digital competence has a significant positive impact on technology expectancy and digital informal learning of sport knowledge, while technology expectancy has a significant negative impact on digital informal learning of sport knowledge. Based on the results, following conclusions can be made (1) Undergraduates have a strong competence to use digital technology and have a high interest in using digital technology to participate in learning. However, they have a low investment in digital informal learning of sports knowledge fields. (2) Males’ sports knowledge learning consciousness and actual performance are better than girls; Compared with freshmen, senior students have stronger monitoring and planning ability for personal sports knowledge learning; The behavior of digital informal learning of sports knowledge in sports university students is better than that of non-sports university students. (3) Digital competence and technological expectancy are key factors influencing digital informal learning of sport knowledge, with digital competence having the most significant impact. These findings underscore the need to enhance the promotion of digital informal learning among undergraduates and to develop assessments that improve their understanding and knowledge of sports.