Abstract
Background
Digital textbooks have evolved beyond mere digital replicas of printed versions. They have transformed into a new type of teaching resource that integrates multimedia elements, intelligent interaction, dynamic learning analytics, and data-driven support. The research and application of digital textbooks for physical education have become a crucial component of advancing the digital transformation of physical education. This study focuses on the quality of the development of digital textbooks for physical education, aiming to construct a scientific and comprehensive evaluation index system that provides theoretical basis and practical guidance for the development, application, and evaluation of digital textbooks, and to contribute to the modernization of education.
Methods
The study first reviewed relevant achievements in the evaluation of digital textbooks and physical education and health in China and abroad through literature review, clarifying the connotation, elements, and major problems of digital textbooks for physical education. Then, it applied the Delphi method and the analytic hierarchy process, and the index selection, structure revision, and weight determination were completed through multiple rounds of expert consultation. Finally, mathematical statistics were used to analyze reliability, validity, and consistency on the expert data to ensure the objectiveness and reliability of the constructed evaluation system.
Results
This study constructed a quality evaluation index system for digital textbooks for physical education in primary and secondary schools, comprising 4 primary indicators, 16 secondary indicators, and 100 tertiary indicators. The system encompasses key dimensions—educational orientation, content structure, teaching applicability, and compilation standards—thereby reflecting the textbooks’ value alignment, scientific rigor, practical applicability, and standardization. The weight analysis revealed that “Content structure” and “Teaching applicability” carry the highest weights (both 0.351), followed by “Compilation standards” (0. 189), while “Educational orientation” has a relatively lower weight (0. 109). Among the secondary indicators, “Value Orientation” “Content Presentation Standards” and “Structural System” are ranked first within their respective dimensions.
Conclusion
The quality evaluation index system for digital physical education textbooks developed in this study is both scientific and operable. It provides systematic theoretical support and a practical basis for the research, review, and continuous improvement of digital textbooks. In response to current problems—such as outdated content, monotonous presentation formats, insufficient application in teaching, and weak feedback mechanisms—this study proposes strengthening textbooks by optimizing content, innovating in presentation, and improving teaching support and feedback. These measures are intended to enhance the timeliness, interactivity, teaching adaptability, and continuous improvement capabilities of the textbooks. In the future, the indicator system should be dynamically adjusted alongside changes in education policies and technological evolution. This will continuously improve the quality and innovation level of digital textbooks, allowing them to better serve teaching practice and promote students’ all-round development.