Design-based research approach of technology-supported physical education for increasing physical activity of university students: Study Protocol
Mini-Oral Presentation A2.5
DOI:
https://doi.org/10.14288/hfjc.v14i3.437Keywords:
Course-based Intervention, Physical Activity, Physical Education, Technology, University StudentsAbstract
Background: Promoting physical activity for university students is essential because physical activity levels decrease in this life transition. Providing technology-supported university courses targeting student’s physical activity levels can be a viable option to combat the problem. However, it is still unclear how and what technologies could be supported in the university course setting. Purpose: This study aims to create a series of design principles for technology-supported university courses to increase the physical activity levels of university students. The design principles would be a guideline for designing a technology-supported course underpinned by theoretical and empirical principles and knowledge of the affordance of current technology. Methods: The proposed theoretical framework underpinning the research program is a seven-phase design-based research approach. However, these seven phases will corporate four separate but aligned studies. These are a (1) systematic review, (2) qualitative focus group study, (3) pilot study, and (4) randomised controlled trial study. Ethical approvals for phase 1 to phase 3 have been obtained. This study will take place in Bandung, Indonesia. Discussions: The purpose of this protocol is to detail the plan for conducting four aligned studies incorporate a seven-phase design-based research approach of technology-supported physical education course for increasing university students’ physical activity levels in a comprehensive, transparent manner, contributing to the methodological evidence base in this field. Funding: The primary author (KS) is supported by the Indonesia Endowment Fund for Education Scholarship (Lembaga Pengelola Dana Pendidikan: 202001222015860) under a doctoral degree scholarship.
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Copyright (c) 2021 Kuston Sultoni, Louisa Peralta, Wayne Cotton
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