Pedagogical Use of Mobile Applications in Physical Education Teaching in Higher Education
DOI:
https://doi.org/10.70577/a4g2gv76Keywords:
mobile applications; physical education; higher education; mobile learning; educational technology; physical activity.Abstract
The incorporation of mobile applications into university physical education has expanded opportunities for monitoring, feedback, autonomous learning, and participation beyond face-to-face settings. Objective: To analyze scientific evidence published from 2022 to 2026 on the pedagogical use of mobile applications in physical education teaching in higher education. Methods: A systematic review was designed in accordance with PRISMA 2020. Scopus, Web of Science, PubMed/MEDLINE, and ERIC were considered, including publications in English, Spanish, and Portuguese. Studies addressing mobile applications, m-learning, tracking platforms, video analysis, mobile social media, and feedback systems used for teaching purposes in university physical education or sport science courses were eligible. Results: The evidence showed benefits mainly in motivation, engagement, self-regulation, motor-skill acquisition, feedback, physical activity, and learning personalization. Strava, fitness applications, video-analysis tools, and mobile systems incorporating gamification or artificial intelligence were among the most recurrent technologies. Limitations remained regarding privacy, equitable access, teachers' digital competence, data validity, and sustained adherence. Conclusions: Mobile applications can strengthen university physical education when they are aligned with curricular objectives, include teacher feedback, and are integrated into blended or active-learning models. Their use requires explicit pedagogical, ethical, and assessment criteria.
Downloads
References
Al-Zahrani, A. M. E. (2023). The effect of using the M-learning strategy on the cognitive achievement of physical education master's students and their attitudes towards it. University of Bisha Journal for Educational Sciences, 6(1), Article 9. https://doi.org/10.65073/1658-9548.1017
Ben, H., Wang, L., Ma, Z., & Yang, J. (2022). Design of college physical education curriculum based on mobile app development platform. Wireless Communications and Mobile Computing, 2022, 9746549. https://doi.org/10.1155/2022/9746549
Figueroa, C. A., Gomez-Pathak, L., Khan, I., Williams, J. J., Lyles, C. R., & Aguilera, A. (2024). Ratings and experiences in using a mobile application to increase physical activity among university students: Implications for future design. Universal Access in the Information Society, 23, 821–830. https://doi.org/10.1007/s10209-022-00962-z
Gao, Y., Zhang, J., He, Z., & Zhou, Z. (2025). Feasibility and usability of an artificial intelligence-powered gamification intervention for enhancing physical activity among college students: Quasi-experimental study. JMIR Serious Games, 13, e65498. https://doi.org/10.2196/65498
Garcia, M. B. (2025). Watching exercise and fitness videos on TikTok for physical education: Motivation, engagement, and message sensation value. Journal of Teaching in Physical Education, 44(3), 537–550. https://doi.org/10.1123/jtpe.2024-0084
Halwa, A., Mawardi, M., Robi, L., & Anggraeni, E. (2025). Effectiveness of fitness tracker application on increasing physical activity of physical education students. COMPETITOR: Jurnal Pendidikan Kepelatihan Olahraga, 17(3). https://doi.org/10.26858/cpjok.v17i3.406
Hrušová, D., Chaloupský, D., Chaloupská, P., & Hruša, P. (2024). Blended learning in physical education: Application and motivation. Frontiers in Psychology, 15, 1380041. https://doi.org/10.3389/fpsyg.2024.1380041
Hu, X., & Li, J. (2024). Research on the integrated solution of physical education based on smart campus. Advances in Physiology Education, 48(2), 378–384. https://doi.org/10.1152/advan.00006.2024
Huang, Y.-H., Hsia, L.-H., & Hwang, G.-J. (2026). A gamified AI movement assessment and feedback approach for university students in physical education: Effects on movement skills, learning engagement, and behavioral patterns. Education and Information Technologies, 31, 2657–2677. https://doi.org/10.1007/s10639-026-13911-7
Liang, X., & Wang, Z. (2026). App-supported versus conventional college physical education: Effects on standardized physical fitness scores and exercise motivation in Chinese university students. PLOS ONE, 21(3), e0345759. https://doi.org/10.1371/journal.pone.0345759
Loayza Maturrano, E. F. (2022). El aprendizaje móvil (m-learning) en la universidad en tiempos de la COVID-19: Una herramienta formativa en la educación superior. EDUCARE ET COMUNICARE, 10(1). https://doi.org/10.35383/educare.v10i1.743
López-Carril, S., González-Serrano, M. H., Ribeiro, T., & Jiménez-Jiménez, P. (2024). TikTok for learning through movement, dramatization, and music: Insights for higher education applications in sport sciences. Journal of Hospitality, Leisure, Sport & Tourism Education, 35, 100501. https://doi.org/10.1016/j.jhlste.2024.100501
Musfika, F. A., Yudiana, Y., Suherman, A., Jajat, J., & Sultoni, K. (2025). The effectiveness of a smartphone-based fitness application in enhancing physical activity participation. Jurnal Terapan Ilmu Keolahragaan, 10(1).
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Syed Yahya, S. M. N., Jamaludin, K. A., & Mazalan, N. S. (2025). Systematic mapping review on mobile apps integration in physical education: Implications for health, training, and teacher support. African Journal of Biomedical Research, 28(1), 40–54. https://doi.org/10.53555/AJBR.v28i1.3085
Tohănean, D. I., Vulpe, A. M., Mijaica, R., & Alexe, D. I. (2025). Embedding digital technologies (AI and ICT) into physical education: A systematic review of innovations, pedagogical impact, and challenges. Applied Sciences, 15(17), 9826. https://doi.org/10.3390/app15179826
Wang, C., Yuan, Y., & Ji, X. (2024). Effects of blended learning in physical education on university students’ exercise attitudes and basketball skills: A cluster randomized controlled trial. BMC Public Health, 24, 3170. https://doi.org/10.1186/s12889-024-20469-x
Wu, H., & Jiang, F. (2025). An empirical study on the impact of mobile learning apps on college students' physical education learning. Retos, 68, 1749–1756. https://doi.org/10.47197/retos.v68.116385
Zhong, Q., Jiang, J., Bai, W., Yin, Z., Liao, Z., & Zhong, X. (2025). Application of digital-intelligent technologies in physical education: A systematic review. Frontiers in Public Health, 13, 1626603. https://doi.org/10.3389/fpubh.2025.1626603
Zhou, T., Wu, X., Wang, Y., Wang, Y., & Zhang, S. (2024). Application of artificial intelligence in physical education: A systematic review. Education and Information Technologies, 29(7), 8203–8220. https://doi.org/10.1007/s10639-023-12128-2
Zulkifli, A. F., & Danis, A. (2022). Technology in physical education: Using movement analysis application to improve feedback on sports skills among undergraduate physical education students. Social Sciences & Humanities Open, 6(1), 100350. https://doi.org/10.1016/j.ssaho.2022.100350
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Wilson Eugenio Montes Reyna (Autor/a)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
