Exploring Student Perceptions of Smart Wearable Devices in Middle-Distance Running

Abstract

This study investigates middle school students’ perceptions of smart wearable devices integrated into an 800m running teaching module, involving a total of 120 students across experimental, reference, and control groups. Through semi-structured interviews, the study examined how wearable technology influenced students’ engagement, motivation, self-regulation, and awareness of performance. Students in the experimental group, who received real-time feedback on heart rate, pace, and lap time, reported enhanced motivation, strategic pacing, and increased confidence, while students in other groups expressed curiosity and interest, reflecting the broader appeal of technology-enhanced instruction. The integration of gamification elements further encouraged goal-setting and participation. Findings suggest that smart wearable devices can significantly enrich physical education by promoting self-directed learning and measurable progress. The study recommends embedding wearable-assisted modules into PE curricula to foster fitness literacy and student-centered instruction.