Research Landscape of E-Learning in Physical Education: 2020–2025

Abstract

In the modern conditions of digitalization of education, e-learning in physical education is defined as a promising direction of transformation of the educational process, especially in the context of distance and blended learning. However, the lack of a systematic analysis of the research landscape complicates the development and organized implementation of digital tools. Objective. To carry out a comprehensive analysis of the research landscape of e-learning in physical education for the period 2020–2025. Materials and methods. We used a bibliometric approach with the analysis of data from Google Scholar using the programs Publish or Perish, Zotero and Vosviewer. The final analysis included 414 scientific sources after careful selection. Key terms were mapped, clustered into thematic groups, and the strength of the relationships between concepts was assessed. The bibliometrics were supplemented by an empirical survey of 24 specialists in the field of physical education who assessed their attitudes towards the main directions of e-learning development using the author’s questionnaire. The analysis of respondents’ answers demonstrated the consistency of the questionnaire at the level of α–Cronbach = 0.92. Results. Strong conceptual connections between terms indicate the formation of sustainable research directions. The keyword analysis revealed 27 relevant terms grouped into five clusters: 1) mobile technologies and gamification; 2) online and blended learning; 3) advanced technologies (artificial intelligence, virtual/augmented reality); 4) big data and massive open online courses; 5) video and learning platforms. The most commonly used terms were “application”, “platform”, and “internet”, which indicates the dominance of applied network technology research. The survey results showed that the majority of teachers positively perceive the idea of introducing digital technologies in physical education. The areas that received the most support were the creation of national platforms (associated with clusters 4 and 5), adaptation of digital resources to the age and physiological characteristics of students (associated with cluster 1), and the need for professional training of teachers (associated with clusters 1–5). At the same time, respondents emphasized that traditional forms of learning cannot be completely replaced by digital tools, emphasizing the importance of blended learning models (associated with cluster 2 and 3). The research draws the conclusions that the research landscape of e–learning in physical education is structured around key technological concepts, where the highest level is occupied by digital platforms, mobile applications and multimedia content. At the same time, immersive technologies (virtual and augmented reality) and analytical tools are less common in research, which indicates the potential for their development. It is expected that the identified clusters will be used to build effective learning platforms focused on physical education. After all, the pedagogical community shows readiness for digitalization, but needs methodological support, training, and institutional assistance. Further research should focus on experimentally testing the effectiveness of immersive technologies, developing Ukrainian learning management systems, and studying the impact of e-learning on students’ educational and practical outcomes.