Search
Search Results
##search.searchResults.foundPlural##
-
AI-driven learning in physical education: A bibliometric analysis of trends, knowledge structure, and future research directions
Amelia Larassary11. State Junior High School 1 Bunguran Tengah, Natuna Regency, Riau Islands , ID2026-04-06|page 102-118AbstractBackground: Although research on AI-driven learning in PE has expanded rapidly, existing studies remain fragmented across disciplines, journals, and methodological approaches, limiting a comprehensive understanding of the field's development and intellectual structure.
Objectives: This study aimed to systematically map the evolution, influential contributors, intellectual structure, dominant themes, and future research directions of AI-driven learning research in physical education from a bibliometric perspective.
Methods: A quantitative bibliometric analysis was conducted using data retrieved exclusively from the Scopus database. A total of 284 eligible documents published between 2020 and early 2026 were analyzed. Descriptive statistics were applied to examine publication trends, authorship, sources, institutions, and country contributions. Network and thematic analyses were performed using VOSviewer (version 1.6.20) and the Bibliometrix package in R to identify co-authorship patterns, keyword co-occurrence networks, and thematic clusters.
Results: The results indicate a sharp growth in AI-driven learning research in physical education after 2022, with publication output increasing more than fivefold from 2020 to 2025. China emerged as the leading contributing country, accounting for nearly half of the total publications, while institutional productivity was concentrated in several Russian universities. Keyword co-occurrence analysis revealed five major thematic clusters shaping the intellectual structure of the field, integrating pedagogical frameworks, computational intelligence, institutional contexts, and physical training models. Dominant research themes centered on pedagogical design, student engagement, adaptive learning systems, and the integration of educational technology. Emerging themes included virtual reality, advanced machine learning techniques, and immersive learning environments.
Conclusions: This study provides a structured and quantitative overview of AI-driven learning research in physical education, highlighting its interdisciplinary nature and rapid expansion.APA Citation StyleLarassary, A. (2026). AI-driven learning in physical education: A bibliometric analysis of trends, knowledge structure, and future research directions. Journal of Artificial Intelligence in Education & Learning Innovation, 102-118. https://doi.org/10.56003/jaieli.v1i2.673 -
Artificial intelligence-supported motor skill performance in physical education and sport: A systematic review and meta-analysis informed by motor learning theory
Yulingga Nanda Hanief1, Vera Septi Sistiasih2, Ferdinando Cereda3, Spyridon Plakias41. Department of Sport Education, Faculty of Sports Science, Universitas Negeri Semarang , ID2. Department of Sport Education, Faculty of Sports Science, Universitas Negeri Semarang , ID3. Department of Education, The Catholic University of the Sacred Heart in Milan, Italy , IT4. Department of Physical Education and Sport Science, University of Thessaly , GR2026-08-30|page 44-71AbstractBackground: Artificial Intelligence (AI) has increasingly been integrated into physical education (PE) to support motor learning through technologies such as computer vision, motion tracking, intelligent tutoring systems, virtual reality, and generative AI. However, evidence regarding its effectiveness remains fragmented across different intervention types and learning contexts.
Objectives: This study aimed to evaluate the effects of AI-supported interventions on motor skill performance in physical education and sport settings and to synthesize complementary learning-related outcomes.
Methods: A systematic review and meta-analysis were conducted in accordance with PRISMA 2020. Scopus, PubMed, and ProQuest were searched through 22 June 2026. Eligible studies evaluated AI-supported, adaptive, or intelligent interventions in physical education, sport, or motor skill-learning contexts and reported learner-level motor performance; complementary learning-related outcomes were synthesized narratively. Risk of bias was assessed using RoB 2 and ROBINS-I, and standardized mean differences (SMDs) with 95% confidence intervals (CIs) were synthesized using a random-effects model.
Results: Fifteen studies were included in the qualitative synthesis; six contributed to the meta-analysis and nine were synthesized narratively. The pooled estimate favored the designated AI-supported experimental conditions over their comparators (SMD = 3.15, 95% CI 1.86–4.44; p < .001; I² = 98%). Given the small evidence base, very high heterogeneity, and variable risk of bias, the magnitude of this pooled effect is uncertain. Qualitative findings concerned short-term motor skill performance and complementary outcomes such as engagement, motivation, learning interest, and self-directed learning.
Conclusions: AI-supported interventions may improve short-term motor skill performance in some physical education and sport contexts and may support complementary learning-related outcomes. However, the evidence is preliminary and highly heterogeneous, and immediate post-intervention performance should not be interpreted as definitive evidence of durable motor learning, retention, or transfer. AI should be considered a complementary pedagogical tool rather than a replacement for teacher or coach expertise.
APA Citation StyleHanief, Y. N. , Sistiasih, V. S. , Cereda, F. , & Plakias, S. (2026). Artificial intelligence-supported motor skill performance in physical education and sport: A systematic review and meta-analysis informed by motor learning theory. Journal of Artificial Intelligence in Education & Learning Innovation, 44-71. https://doi.org/10.56003/jaieli.v2i1.753 -
Academic goals and learning strategies of pre-service teachers during emergency online learning in the Philippines
Swen Joshryll Acebes1, Jaizel Malitante2, Nikki Tuble3, Rowena Bongolto41. Mindanao State University - General Santos , PH2. Mindanao State University - General Santos , PH3. Mindanao State University - General Santos , PH4. Mindanao State University - General Santos , PH2025-10-08|page 32-49AbstractBackground: The COVID-19 pandemic has lasted an extended period, during which many students have reported being adversely affected by the escalating global crisis.
Objectives: This study examined the academic goals, learning barriers, facilitative strategies, and ways forward of pre-service teachers during emergency online learning.
Methods: This qualitative case study employed content analysis to examine data gathered through focus group discussions. To explore the implications of survey findings and gain deeper insights into students' perspectives on remote learning, the researchers conducted Focus Group Discussions (FGDs) with twelve purposively selected pre-service teachers via Google Meet. The discussion transcripts were analyzed to construct a compelling narrative, supported by literature and prior research, to explain emerging themes.
Results: Among the twelve participants, ten reported experiencing psychosocial stress, eight cited recurring technical issues, and seven mentioned financial constraints as significant learning barriers. Despite these challenges, the participants remained motivated to complete their coursework, viewing academic achievement as a stepping stone toward improving their socio-economic conditions. They employed various strategies, including scheduling, note-taking, goal-setting, optimistic thinking, parental scaffolding, and systematic planning, to adapt to online learning. To ensure credibility, the researchers used member checking, peer debriefing, and FGD and survey data triangulation.
Conclusions: These findings highlight the resilience and adaptability of pre-service teachers in navigating the challenges of emergency online learning, underscoring the need for supportive institutional policies and resources. Future research may consider comparing student experiences in public and private institutions or examining the long-term impact of emergency remote learning on teaching efficacy. Pedagogical and academic implications are further discussed.
APA Citation StyleAcebes, S. J. , Malitante, J. , Tuble, N. , & Bongolto, R. (2025). Academic goals and learning strategies of pre-service teachers during emergency online learning in the Philippines. Journal of Artificial Intelligence in Education & Learning Innovation, 32-49. https://doi.org/10.56003/jaieli.v1i1.569 -
The future of teaching: Analyzing the interplay between AI literacy and TPACK among BEED pre-service teachers
Karl Alvin Aglibot1, Chelsea Lorraine Rito2, Larence Villalon3, Nelvin Gampal 41. Mindanao State University - General Santos , PH2. Mindanao State University – General Santos , PH3. Mindanao State University – General Santos , PH4. Mindanao State University – General Santos , PH2025-10-08|page 50-65AbstractBackground: As artificial intelligence (AI) continues transforming the educational landscape, pre-service teachers must develop theoretical understanding and practical skills in AI integration.
Objectives: This study explored the relationship between AI literacy and TPACK among 139 BEED pre-service teachers.
Methods: Using descriptive statistics, Spearman's correlation, and multiple linear regression analysis, the study investigated how components of AI literacy relate to TPACK.
Results: Results revealed that the pre-service teachers demonstrated high levels of AI literacy, particularly in ethical awareness and intrinsic motivation. Pre-service teachers expressed strong interest in AI's educational potential and a commitment to its responsible use. While their foundational AI knowledge was high, many reported moderate self-efficacy and lacked confidence in executing AI-related tasks. Gaps were also noted in applying AI concepts to real-world teaching scenarios and designing AI-driven solutions. Furthermore, the results showed high TPACK proficiency, with strength in pedagogical and technological knowledge, though weaknesses were observed in content areas like mathematics and technical troubleshooting. A moderate positive correlation (Spearman's ρ = 0.48, p < 0.05) between AI literacy and TPACK indicates a meaningful association. Regression analysis revealed that AI literacy components explained 25.5% of the variance in TPACK. Cognitive learning emerged as the only significant predictor.
Conclusions: The findings underscore the need for teacher education programs to provide hands-on, cognitive-focused AI training. Hence, enhancing pre-service teachers' cognitive and practical skills is essential to thoroughly preparing them for AI-enhanced teaching environments' demands.
APA Citation StyleAglibot, K. A. , Rito, C. L. , Villalon, L. , & Gampal , N. (2025). The future of teaching: Analyzing the interplay between AI literacy and TPACK among BEED pre-service teachers. Journal of Artificial Intelligence in Education & Learning Innovation, 50-65. https://doi.org/10.56003/jaieli.v1i1.570 -
Development of KAREBU (cultural diversity card game) to enhance curiosity in fourth-grade elementary students
Etyka Rina Mahanani1, Erif Ahdhianto2, Yohannes Kurniawan Barus31. State University of Malang , ID2. State University of Malang , ID3. State University of Malang , ID2025-10-08|page 15-31AbstractBackground: Learning media is one of the important components of education.
Objectives: The purpose of this research and development was to develop the KAREBU (Cultural Diversity Card) learning media to strengthen the curiosity character of fourth-grade students in the subject of Natural and Social Sciences with local cultural diversity material that is valid, practical, and effective.
Methods: Using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), this study developed KAREBU cards integrated with augmented reality (AR) technology. This research instrument is in the form of interviews, observations, and questionnaires given to instrument experts, material experts, media experts, and users, including teachers and students. Data collection stages were carried out through observation, interviews, needs questionnaires, validation questionnaires, practicality questionnaires, and curiosity questionnaires before and after using the media.
Results: The results showed that the KAREBU learning media met the valid, practical, and effective criteria. KAREBU media received a validity score from material experts of 3.72 with a valid category, a score from media experts of 4.91 with a very valid category, and a score from users of 4.73 with a very valid category. The KAREBU learning media received a practicality score from teachers of 4.49 with a convenient category and a practicality score from students of 98.5% with a convenient category. The level of media effectiveness in strengthening students' curiosity was obtained from the results of the questionnaire before and after using the media, which was calculated using the N-Gain Score test with a value of 0.76 and high effectiveness criteria.
Conclusions: Therefore, it was concluded that the KAREBU learning media effectively strengthens students' curiosity. Further studies could explore the long-term impacts of KAREBU on cross-cultural empathy.
APA Citation StyleMahanani, E. R. , Ahdhianto, E. , & Barus, Y. K. (2025). Development of KAREBU (cultural diversity card game) to enhance curiosity in fourth-grade elementary students. Journal of Artificial Intelligence in Education & Learning Innovation, 15-31. https://doi.org/10.56003/jaieli.v1i1.526 -
Navigating the infodemic through social media: A qualitative case study of Filipino university students’ learning experiences during the COVID-19 polycrisis
Janel Talaman1, Mc Denver Necosia2, Larence Villalon3, Edrian Mark Tomines41. Mindanao State University – General Santos , PH2. Mindanao State University – General Santos , PH3. Mindanao State University – General Santos , PH4. Mindanao State University - General Santos , PH2026-04-06|page 119-134AbstractBackground: The COVID-19 pandemic has triggered a complex crisis in higher education that has not only disrupted formal learning but also given rise to an infodemic through the rapid spread of misinformation on digital platforms, making social media both a source of learning and a source of epistemic risk for students.
Objectives: This study aims to explore how Filipino university students navigated learning experiences through social media during the COVID-19 polycrisis, focusing on preferred platforms, perceived educational relevance, and strategies for evaluating information credibility amid an infodemic.
Methods: A qualitative case study design was employed. Six Filipino university students enrolled in a Bachelor of Elementary Education program participated in this study through purposive sampling. Data were collected via online semi-structured interviews, group chat discussions, document analysis of shared social media content, and follow-up interviews. Thematic analysis was conducted following Braun and Clarke's framework to identify recurring patterns across data sources.
Results: Findings reveal that social media—particularly Facebook—served as a supplementary learning space, enabling students to access real-time information, engage with societal issues, and sustain their learning during the suspension of formal instruction. Students demonstrated active information-seeking behaviors, including cross-checking sources and exercising caution in sharing content. However, persistent exposure to misinformation highlighted their vulnerability within infodemic environments, especially in the absence of structured institutional guidance.
Conclusions: Social media can support authentic and socially relevant learning during educational disruption, but its pedagogical value depends on students' critical and digital literacy capacities.APA Citation StyleTalaman, J. , Necosia, M. D. , Villalon, L. , & Tomines, E. M. (2026). Navigating the infodemic through social media: A qualitative case study of Filipino university students’ learning experiences during the COVID-19 polycrisis. Journal of Artificial Intelligence in Education & Learning Innovation, 119-134. https://doi.org/10.56003/jaieli.v1i2.571 -
Using children’s digital picture books to teach disease preventive behaviors: A visual analysis of the Duma Says series
Esmeraldo Sarad1, Charmen Cabatuan2, Cleo Tionson3, April Grace Subong41. Mindanao State University - General Santos , PH2. Mindanao State University - General Santos , PH3. Mindanao State University - General Santos , PH4. Mindanao State University - General Santos , PH2026-04-06|page 89-101AbstractBackground: During health emergencies such as the COVID-19 pandemic, children require accessible and developmentally appropriate resources to understand disease prevention and health-related behaviors. Children’s digital picture books have emerged as a promising medium for conveying public health messages through visual storytelling and age-appropriate narratives.
Objectives: This study aimed to examine how children’s digital picture books represent disease preventive behaviors and moral values, using the Duma Says series as a case study.
Methods: A qualitative visual and textual analysis was conducted on four digital picture books from the Duma Says Collector’s Edition. The study employed qualitative visual analysis and a critical discourse approach to examine representations of hygiene practices, social responsibility, and community engagement embedded in both images and narratives.
Results: The findings indicate that the Duma Says series effectively integrates key COVID-19 preventive behaviors—such as handwashing, mask-wearing, social distancing, and sanitation—within child-friendly language and culturally contextualized visuals. In addition to promoting health practices, the books emphasize values of hope, responsibility, cooperation, and service, portraying children as active contributors to community well-being during a crisis.
Conclusions: Children’s digital picture books, such as the Duma Says series, function as effective educational tools for promoting disease prevention awareness and values-based learning. Incorporating culturally grounded digital picture books into early childhood and health education may strengthen children’s health literacy, emotional resilience, and sense of social responsibility during public health emergencies.APA Citation StyleSarad, E. , Cabatuan, C. , Tionson, C. , & Subong, A. G. (2026). Using children’s digital picture books to teach disease preventive behaviors: A visual analysis of the Duma Says series. Journal of Artificial Intelligence in Education & Learning Innovation, 89-101. https://doi.org/10.56003/jaieli.v1i2.572 -
ChatGPT as a coping mechanism: Postgraduate use under supervisory gaps in South-South Nigerian tertiary institutions
Uka Nwagbara1, Daramfon Okon2, Precious Ukeje31. University of Uyo , NG2. University of Uyo , NG3. University of Uyo , NG2026-07-02|page 1-13AbstractBackground: Generative AI tools like ChatGPT are common in higher education, especially where students lack timely academic support. In many South-South Nigerian universities, gaps in postgraduate supervision may influence how students use such tools.
Objectives: This study examines how postgraduate students become aware of ChatGPT, how much they use it, and why they rely on it when supervision is limited.
Methods: A qualitative exploratory design was used. Twenty-one postgraduate students were purposively selected from universities in South-South Nigeria. Data were collected through online semi-structured interviews using a validated guide. Inductive thematic analysis, using Braun & Clarke’s framework, was applied to identify patterns in the data.
Results: Findings show that awareness of ChatGPT is mostly informal, driven by peers, social media, and personal trial and error. Many students use ChatGPT frequently, especially during proposal writing, data analysis, and thesis development. Its use is strongly linked to delays or gaps in supervision.
Conclusions: ChatGPT is widely used as a support tool and coping strategy, rather than merely a convenience. Its role reflects gaps in supervision and the need for clearer institutional guidance and training.
APA Citation StyleNwagbara, U. , Okon, D. , & Ukeje, P. (2026). ChatGPT as a coping mechanism: Postgraduate use under supervisory gaps in South-South Nigerian tertiary institutions. Journal of Artificial Intelligence in Education & Learning Innovation, 1-13. https://doi.org/10.56003/jaieli.v2i1.711
1 - 8 of 8 items
