Technology-Supported Physical Education Course for Increasing University Students’ Physical Activity Levels: Design-Based Research Approach

Abstract

This research aimed to develop design principles for a technology-supported physical education course for university students in Bandung, Indonesia, using a seven-phase design-based research method. A systematic review initially identified four design principles, validated through focus group interviews with 22 participants (10 lecturers and 12 students), adding three more principles. Based on these, a prototype learning management system with a mobile app was developed and tested in a 2022 pilot study with 39 students. One lecturer used the prototype with the intervention group (n=22), while another taught the control group (n=17) without it. The pilot showed no significant differences between groups except for amotivation (P = 0.022). Positive effect sizes were found for physical activity (moderate [d=0.09], total [d=0.21], vigorous [d=0.37]), motivation (introjected [d=0.14], intrinsic [d=0.25], identified [d=0.74]), and knowledge (d=0.20). Feedback led to nine revised design principles. A larger 2023 cluster randomized controlled trial (RCT) with 163 students evaluated the modified prototype. Negative effect sizes for vigorous-intensity activity (d=-0.34) and total activity (d=-0.26) indicated the course slowed the activity decline. Active engagement with the prototype significantly increased knowledge scores (p=0.017). The RCT findings and additional focus group data from lecturers (n=4) and students (n=6) finalized the principles. This PhD thesis contributes by developing design principles for technology-supported physical education courses in universities, addressing physical activity decline during the transition phase. The research employs a rigorous seven-phase methodology, integrating literature review, stakeholder feedback, and empirical data from a pilot study and an RCT. These principles offer a foundation for similar interventions in other settings.