Personal and Professional Drivers of Wearable Technology use: A Model-Based Analysis Among Physical Education Teachers

Abstract

This study examines the factors influencing wearable technology adoption among physical education teachers by integrating the Theory of Planned Behavior (TPB), Technology Acceptance Model (TAM), and Self-Determination Theory (SDT). The research investigates how intrinsic motivational factors (perceived competence, autonomy, and relatedness from SDT) and behavioral intentions (from TPB and TAM) together affect educators’ decisions to adopt wearable technologies. Using Structural Equation Modeling (SEM), data from 338 physical education teachers were analyzed to evaluate the proposed theoretical model. Results indicate that internal motivational dynamics significantly shape teachers’ openness to and intentions toward integrating wearable devices, alongside perceptions of the technology’s ease of use and usefulness. The findings underscore the importance of aligning technological tools with educators’ professional motivations and educational objectives to promote successful technology integration. This research advances the theoretical understanding of technology adoption in education and offers practical insights for designing professional development and policy initiatives. Targeted strategies should address both motivational and behavioral dimensions to support holistic and sustainable technology adoption in educational contexts.