Nearpod-based physical education learning and its implications for students' self-confidence: A systematic literature review

Abstract

This systematic literature review examines the potential of Nearpod to support students’ self-efficacy in Physical Education (PE). Guided by Bandura’s self-efficacy theory, the review explores how Nearpod’s interactive features may contribute to students’ confidence in performing physical activities through four sources of self-efficacy: mastery experiences, vicarious experiences, social persuasion, and physiological and emotional states. The article selection process followed the PRISMA 2020 guidelines. A total of 247 articles were identified from Google Scholar, Scopus, ERIC, ScienceDirect, and Sinta. After screening, eligibility assessment, and the application of inclusion criteria, 40 articles were included in the review, with 10 highly relevant studies selected for in-depth discussion. The findings suggest that Nearpod may support self-efficacy by increasing student engagement, providing immediate feedback, facilitating learning through demonstrations, encouraging peer interaction, and creating a more engaging learning environment. Its features, including interactive videos, quizzes, polls, Collaboration Boards, and educational games, may help teachers deliver formative assessment and monitor students’ learning progress. However, direct empirical evidence of Nearpod’s effectiveness in improving self-efficacy in PE remains limited. Therefore, experimental studies using control groups and validated measures of the four sources of self-efficacy are needed. This review highlights Nearpod’s potential as a technology-supported learning tool while emphasizing the need for further research in authentic PE settings.