Associations between generative AI use frequency, technology acceptance, attitudes toward AI, and reported learning preference patterns among students in physical education classes

Abstract

Introduction: Physical education combines embodied practice with cognitive learning, yet generative artificial intelligence is increasingly used as an academic support tool. Limited evidence explains how this technology influences students’ motivation, learning preferences, and acceptance in authentic PE contexts. This study investigated the relationships between generative AI use, VARK learning styles, and Technology Acceptance Model beliefs among undergraduate physical education students. Methods: A cross-sectional survey was conducted with 1,084 full-time PE undergraduates (age 19–28 years). Participants completed PE-adapted instruments assessing learning preferences (VARK), technology acceptance (perceived usefulness, perceived ease of use, attitude toward using AI), and attitudes toward generative AI (interest, behavioral intention, perceived safety). Data were analyzed using descriptive statistics, reliability testing, ANOVA, and multiple regression models. Results: Students reported moderate acceptance of generative AI and generally positive attitudes toward its academic use. Kinesthetic learning remained the dominant preference, consistent with the movement-based nature of PE. However, higher AI usage frequency strongly predicted stronger visual and reading-writing preferences and lower kinesthetic orientation (β = .34–.40; β = −.39, p < .001). Significant differences emerged across learning-style groups for all TAM and AI attitude dimensions (p < .001, η² = .086–.142). Regression analysis showed that perceived usefulness, ease of use, and positive attitudes toward AI were the strongest predictors of AI usage, explaining 48% of variance. Frequent AI engagement also predicted clearer learning profile structure (β = −.62, p < .001). Conclusions: Generative AI represents a meaningful influence on learning processes in higher education physical education. While kinesthetic learning remains central, increased AI engagement aligns with shifts toward digitally mediated learning modalities. Technology acceptance beliefs strongly shape adoption behavior, suggesting that pedagogically grounded integration is needed to support diverse learners, particularly those with kinesthetic preferences.