Introduction:
The increasing role of information and communication technologies in education has facilitated the development of virtual environments that enhance accessibility and interactivity in education settings. In physiology education, it remains crucial to incorporate digital sources to adapt to evolving pedagogical demands and students’ preferences, promoting a more dynamic and autonomous learning.
This project introduces an innovative strategy aimed at improving the teaching of Exercise Physiology at the University of Granada. The initiative is based on evidence-based educational approaches, integrating multimedia content and interactive assessment tools to enhance students’ engagement and learning.

Objective:
The primary aim is to enhance the teaching-learning process through the integration of instructional videos and digital content into the PRADO platform. The specific objectives are: (I) to integrate multimedia materials into the PRADO platform to reinforce both theoretical and practical learning; (II) to implement innovative teaching methodologies (i.e., flipped learning) encouraging active student participation; (III) to use interactive tools (i.e., Kahoot!) for quizzes and real-time knowledge assessments.

Methods:
The project, funded by the University of Granada (Code: 24-10), follows a flipped learning approach, whereby students access materials in advance and subsequently apply their knowledge in class through interactive activities. The project was structured into two primary components:
- Instructional videos covering all different themes of exercise physiology were created and uploaded to PRADO. These videos have been carefully selected and structured by faculty members to ensure alignment with course objectives.
- Kahoot! will be used to conduct quizzes and real-time knowledge checks during lectures.

Results:
A total of 14 instructional videos were developed, covering all key topics in Exercise Physiology. These videos will be systematically integrated into the PRADO platform, ensuring accessibility for students at any time.
In addition, a comprehensive question bank of over 300 multiple-choice items was created, with 20–30 questions per topic. These questions were strategically designed to assess fundamental physiological concepts and encourage active recall. The Kahoot! platform will be used to implement interactive quizzes.
A formal evaluation of student participation and performance is planned to assess the effectiveness of the implemented strategies. Class interaction levels will be measured, and student feedback will be systematically collected to gain insights into their learning experience. This assessment will provide valuable data for future improvements in the integration of digital tools in Exercise Physiology education.

Conclusion:
By systematically integrating e-Learning tools, this project represents a significant advancement in the pedagogical approach to Exercise Physiology education, aligning with contemporary educational trends and institutional goals for digital transformation.

Keywords: e-learning, Exercise Physiology, flipped learning, educational videos, TIC.