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A descriptive survey model was used, analyzing the validity and reliability of an ICT use scale adapted from prior studies. The sample includes 166 Kafkas University students, 172 Iğdır University students, and 164 Ardahan University students in Physical Education and Sports-related programs. Data were analyzed with SPSS 22.0 using KMO and Bartlett tests for factor analysis, ANOVA/LSD or Dunnet C for group comparisons, and Cronbach’s alpha plus distribution checks (Kurtosis/Skewness) and t-tests. Results show statistically significant differences across ICT tendency and communication-related dimensions by university, department, and sub-dimensions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/african-educational-research-journal-vol-112-full-length-research-paper-determination-of-information-and-communication-technologies-attitudes-of-university-students/591237/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/african-educational-research-journal-vol-112-full-length-research-paper-determination-of-information-and-communication-technologies-attitudes-of-university-students/591237.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study?","Question",{"text":112,"@type":113},"The study aims to determine university students’ beliefs, opinions, perceptions, and attitudes toward integrating technology into physical education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which ICT-related groups or variables were compared?",{"text":117,"@type":113},"Attitudes were compared across groups defined by socio-economic structures, university of education, and departments, using ICT tendency and communication-related sub-dimensions.",{"name":119,"@type":110,"acceptedAnswer":120},"How were the data analyzed statistically?",{"text":121,"@type":113},"SPSS 22.0 was used for KMO and Bartlett tests, Cronbach’s alpha for internal validity, distribution checks with Kurtosis and Skewness, and ANOVA with LSD or Dunnet C plus t-tests. 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Günbatar (2014) and analyzed for validity and reliability, was used to determine the level of use of information and communication technologies by university students receiving Physical Education and Sports Education. The universe of the research consists of students studying at universities that provide sports education in Turkey. The sample consists of 166 students from Kafkas University, 172 students from Iğdır University and 164 students from Ardahan University, students studying in Physical Education and Sports Teaching, Coaching Education and Sports Management departments of Physical Education and Sports Schools of universities located in the Eastern Anatolia Region of Turkey. This study aims to determine the beliefs, opinions, perceptions and attitudes of university students who receive Physical Education and Sports education toward the integration of technology into physical education with students who are currently studying in higher education. A literature review of information and communication technologies was made in the first part of the investigation. In the second part, the attitude scale was used. The data obtained were evaluated in the SPSS 22.0 package program . Kaiser-MeyerOlkin (KMO) test and Barlett test were conducted to evaluate the suitability of the attitudes of university students who receive sports education towards information and communication technologies for factor analysis. Analysis of Variance in the comparison of multiple groups (LSD was used in cases where variances were homogeneous, Dunnet C was used in cases where they were not) . Internal Validity With Cronbach α coefficient, normality distribution of data with Kurtosis and Skewness coefficients, frequency, percentage, mean, standard deviation, one-way data analysis Anova and t-test were used for independent groups. The significance level of the statistical analysis was accepted as p \u003C 0.05. The difference in the mean score of the General ICT Tendency sub-dimension according to the university of education was found to be statistically significant (p \u003C 0.05) . It was observed that there were significant differences in the dimensions of communication in the virtual environment between universities (p \u003C 0.05) . The difference in the Software Use sub-dimension mean score according to the university of education was statistically significant (p \u003C 0.05) . The difference in the mean score of the Virtual Environment Information Access subdimension according to the departments was statistically significant (p \u003C 0.05) . It is thought that this research will create a gain in terms of determining the attitudes of university students who receive sports education toward information and communication technologies.\u003Cbr>Keywords: Sport, physical education, attitude, knowledge, communication, technology. |\n| --- |\n| *Corresponding author. E-mail: [oktaykaya3623@gmail.com](oktaykaya3623@gmail.com). |\n\nAfr Educ Res J 192  \nINTRODUCTION  \nEducation is defined as the process of targeted outcomes that result in certain and desired progresses in individuals’ behaviors according to predetermined objectives. Since the content and application methods of education are different, there are numerous definitions of education and therefore education is di","cbCaiobho3j7fgIG","https://ap.wps.com/l/cbCaiobho3j7fgIG","pdf",188208,11,"English","# ABSTRACT\n# INTRODUCTION","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"The study aims to determine university students’ beliefs, opinions, perceptions, and attitudes toward integrating technology into physical education.\"},{\"question\":\"Which ICT-related groups or variables were compared?\",\"answer\":\"Attitudes were compared across groups defined by socio-economic structures, university of education, and departments, using ICT tendency and communication-related sub-dimensions.\"},{\"question\":\"How were the data analyzed statistically?\",\"answer\":\"SPSS 22.0 was used for KMO and Bartlett tests, Cronbach’s alpha for internal validity, distribution checks with Kurtosis and Skewness, and ANOVA with LSD or Dunnet C plus t-tests. The significance level was set at p \\u003c 0.05.\"}]","African Educational Research Journal - Vol. 11(2) - Full Length Research Paper - Determination of Information and Communication Technologies Attitudes of University Students | PDF",1792071397,28]