How do digital technologies improve the physical health of higher education students? A systematic scoping review

The rapid evolution of digital technologies (DT) has reshaped health education, ushering in a new era of learning accessibility and interactivity within higher education (HE). This progress has sparked a growing interest in leveraging digital tools, ranging from mobile applications and wearable devices to online learning platforms and gamified interventions, to support various aspects of student physical health. However, the use of these technologies specifically to promote, monitor, and improve HE students' physical well-being remains a complex and rapidly expanding area that demands rigorous investigation. This systematic scoping review aims to explore and synthesize the current landscape of DT applications used to support the physical health of HE students, investigate their reported effects, analyze the practical implementation challenges, and assess future research directions.

This study adheres to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. A comprehensive search was conducted across twelve databases, namely Web of Science, Scopus, PubMed, Medline, Embase, CINAHL, Cochrane Central Register of Controlled Trials, ACM Digital Library, IEEE Xplore, APA PsycInfo, ProQuest, and Google Scholar. A total of 16 articles were included in the study. Eligibility criteria were structured using the PCC (Population, Concept, Context) framework with explicit operational definitions for core terms.

The application of DT in HE student physical health is characterized by a deployment across multi-modal platforms and personalized, theory-driven interventions. The application landscape is dominated by integrated monitoring tools and mHealth apps, with a clear focus on addressing key physical health risks, promoting overall physical fitness, and enhancing curriculum delivery through flexible learning models. Efficacy is primarily demonstrated through improvements in engagement, fitness metrics, and behavior modification. However, limitations exist, including high rates of user discontinuation often due to technical unreliability, negative health consequences associated with excessive screen time, and risks related to generalizability due to an over-reliance on small, homogeneous convenience samples.

Based on the included studies, DT shows potential as a scalable health management tool for providing HE students with personalized, continuous physical wellness support. However, the evidence base, derived from a limited number of heterogeneous studies, suggests that the core challenge for future development is to move beyond simple monitoring and achieve sustainable, long-term efficacy, which requires further robust investigation.