Digital Innovation in Physical Education: A Decade-Long Meta-Analysis (2015–2025)

Abstract

Digital and technological innovations have transformed education globally, yet their cumulative impact on learning outcomes in Physical Education (PE) remains unclear. Over the past decade, the integration of virtual reality (VR), gamification, mobile learning, and artificial intelligence (AI) in PE has aimed to enhance engagement, motivation, and performance. However, empirical findings remain fragmented, warranting a systematic synthesis. This study conducted a Systematic Literature Review (SLR) and Meta-Analysis of empirical research published between 2015 and 2025, following the PRISMA 2020 and APA Meta-Analysis Reporting Standards (MARS). A total of 22 quantitative studies (N = 1052 participants) met the inclusion criteria. Each study reported the effects of digital or technological interventions on PE learning outcomes. Data were extracted and analyzed using JASP v0.18, employing a random-effects model with Restricted Maximum Likelihood (REML) estimation. The effect size was represented by Cohen’s d, accompanied by heterogeneity tests (Q, τ², I²) and publication bias assessment through funnel plots. The meta-analytic results indicated a large and statistically significant overall effect of digital and technological innovation on PE learning outcomes (d = 0.849, 95% CI [0.807, 0.891], p < .001). No significant heterogeneity was observed Q(21) = 3.42, p < .001; I² = 0%; τ² = 0.000), suggesting strong consistency across studies and contexts. The funnel plot displayed symmetrical distribution, confirming the absence of publication bias. Subgroup trends indicated that gamification, AI-based feedback, and VR-based interventions yielded the highest impacts on motivation, engagement, and motor performance, respectively. These findings provide compelling evidence that technology-enhanced physical education (TEPE) fosters substantial improvements in learning outcomes across cognitive, affective, and psychomotor domains. The results empirically validate the principles of Constructivist Learning Theory, Experiential Learning Theory, and Self-Determination Theory, demonstrating that feedback-rich, immersive, and autonomous learning environments drive optimal educational outcomes. Digital and technological innovations are not mere pedagogical supplements but essential catalysts for 21st-century PE transformation. The evidence supports systematic integration of digital tools in PE curricula, teacher training, and policy frameworks to enhance learning quality, inclusivity, and sustainability. This study provides an evidence-based foundation for policy and curriculum innovation in technology-enhanced PE.