Exploring the Adoption of Blended Learning in Physical Education: A Study in Southwest China's Higher Education Institutions

Abstract

This study delves into the adoption of Blended Learning in Physical Education (BLPE) within higher education institutions in Southwest China. Employing structural equation modeling (SEM) on data from 654 respondents, which are higher education students major in physical education in southwest China. The research comprehensively examines both direct and indirect effects among the Information Quality (IQB), System Quality (SQB), Satisfaction (SAB), Perceived Ease of Use (PEB), Perceived Usefulness (PUB), Attitude Towards BLPE (ATB), Hedonic Motivation (HM), Price Value (PV), Habit (HT), Intention to Use BLPE (IUB), Facilitating Conditions (FC), Performance Expectance (PE), Effort Expectance (EE), and Social Influence (SI). Significant direct relationships were identified, including IQB's and SQB's positive effects on SAB (? = 0.358 and ? = 0.505, respectively), and SAB’s influence on PEB (? = 0.597) and PUB (? = 0.384). Additionally, mediation analysis revealed key indirect effects, such as SAB mediating the relationship between IQB and PEB (effect size = 0.206), and between SQB and PUB (effect size = 0.185). Notably, HM and PV did not significantly impact IUB, suggesting unique contextual differences in BLPE adoption in Southwest China. Other variables like HT, FC, PE, EE, and SI also showed significant impacts on IUB, reflecting the multifaceted nature of BLPE adoption. The study concludes that quality of content and system, along with user satisfaction, play pivotal roles in determining the success of BLPE. Contrasting with some global trends, cultural and contextual factors significantly influence BLPE adoption in Southwest China. These findings provide essential insights for educators and policymakers, emphasizing the need for contextually tailored BLPE strategies and highlighting the critical interplay of various factors in the successful implementation of blended learning in physical education.