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Document Type

Abstract

Publication Date

1-14-2026

Abstract

As digitalization, networking, and intelligent technologies continue to advance, “smart classrooms” have emerged as an innovative teaching model. In many traditional college physical education (PE) courses, instructors often employ a “one-size-fits-all” approach that can stifle some students’ enthusiasm and motivation. By introducing smart devices and digital platforms, smart classrooms aim to offer more personalized and interactive learning experiences. However, given the unique requirements of PE courses and the practical constraints within universities, the adoption of smart classrooms remains limited. To address this gap, the present review summarizes existing literature on the impact of smart PE classroom teaching models on college students. Method: Using keywords such as “smart physical education classrooms,” “student exercise participation,” and “sports skills”, we conducted a literature search in databases such as Web of Science and China National Knowledge Infrastructure. The inclusion criteria are： (1) took place in a college-level PE setting; (2) employed smart devices and data platforms (e.g., wearable fitness trackers or smart teaching platforms) during the intervention; (3) primarily evaluated the influence of this teaching model on students’ exercise participation and skill acquisition. Result: A total of five articles were included. All studies employed a controlled design comparing a smart PE classroom to a traditional classroom over a 16-week period (in accordance with national requirements, undergraduate students in their first and second years must enroll in PE courses each semester for four semesters, totaling 144 hours). Participants were first- and second-year college students, with sample sizes ranging from 60 to 80. Findings indicated that, compared with traditional teaching methods, smart PE classrooms significantly increased students’ exercise participation and improved their sports skills (p < 0.05). Current evidence suggests that the smart PE classroom teaching model has a positive impact on students’ sports performance and learning engagement. Nevertheless, the limited sample sizes and relatively short intervention periods restrict the external validity of these findings. Furthermore, implementing a smart PE classroom can involve substantial investment in devices and platform infrastructure, posing challenges for long-term sustainability. Future studies should consider larger samples and extended intervention durations to more comprehensively assess the long-term effects and feasibility of smart PE classrooms. Researchers should also explore strategies to effectively integrate smart technologies with traditional PE instruction, thereby leveraging the strengths of both approaches to enhance teaching quality.

DOI

https://doi.org/10.18122/ijpah.5.1.136.boisestate

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