Valid data.

The rapid adoption of mobile learning technologies in education has presented new opportunities and challenges for the innovative transformation of physical education. This study expands the Technology Acceptance Model (TAM) to systematically analyze how mobile applications influence learning behaviors in higher education physical education. Specifically, it explores the role of mobile technology in hybrid physical education environments by integrating the theoretical dimensions of self-regulated learning, learning self-efficacy, and technology acceptance. Findings reveal that students’ perceptions of usefulness and attitudes toward usage significantly and positively impact their behavioral intentions and self-regulated learning abilities, while also indirectly enhancing learning self-efficacy. This theoretical extension not only provides valuable insights into the mechanisms driving technology-based educational innovation but also introduces a new analytical framework for hybrid physical education. The findings have important practical implications for technology integration and learning behavior optimization in higher education.