Abstract
Objective: Physical literacy, an individual’s relationship with physical activity encompassing motor competence, motivation, confidence, and understanding, is increasingly central to policy and education globally (Bailey, 2022; IPLA, 2017). Despite its importance for lifelong engagement, physical literacy remains inconsistently integrated in higher education and teacher training. The ePhyLi project developed digital tools, namely, a digital e-book, serious game (mobile app), and e-learning platform, to enhance university students’ knowledge and application of physical literacy. This study evaluates their educational effectiveness, usability, and user experience among pre- and in-service Physical Education teachers across four European institutions.
Methodology: A mixed-methods design involved 51 students completing pre- and post-intervention knowledge tests on the e-book and platform content. Usability and experience data from 61 students were collected via the System Usability Scale (SUS), User Experience Questionnaire (UEQ-S), and App Usability Evaluation. Additionally, 21 students participated in focus groups exploring engagement and pedagogical relevance of the app and platform. Quantitative data were analysed using t-tests and McNemar’s tests; qualitative data were thematically analysed.
Results: Significant knowledge gains were observed across all four modules (p < 0.003), with largest improvements in areas of lowest baseline knowledge. The e-platform demonstrated higher usability and user experience scores than the app. The serious game received high ratings for gamification and playfulness (M =36.21/50). Participants rated both tools as useful, with average scores above 3.5/5.
Conclusions: The ePhyLi tools effectively supported cognitive and experiential learning of physical literacy. Users appreciated the e-book’s structure and the game’s engaging, gamified design. Qualitative findings aligned with current educational priorities of inclusivity and holistic development. Moderate SUS scores indicate scope for improving interface design and personalisation. Overall, the study supports gamified digital tools in higher education to advance physical literacy, highlighting the need for iterative refinements to optimise usability and learner relevance.