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Factors influencing teachers’ attrition in public basic schools in Techiman Municipality, Ghana: An embedded mixed methods study
Joseph Kyeremeh1, Dickson Adom2, Michael Ato Essuman3, Lim Seon Pek41. Kwame Nkrumah University of Science and Technology , GH2. Kwame Nkrumah University of Science and Technology , GH3. Kwame Nkrumah University of Science and Technology , GH4. INTI International University , MY2025-10-08|page 66-88AbstractBackground: The high teacher attrition rate in public primary schools in Techiman, Ghana, has become a serious problem that directly impacts the quality of education and the achievement of national education development goals.
Objectives: The study investigated factors that influence teachers' attrition in the Techiman Municipality.
Methods: One hundred ninety-seven teachers were sampled for the study using convenience and simple random sampling techniques. This study utilized the embedded mixed methods design with descriptive survey and phenomenology as research methods to collect quantitative and qualitative datasets using questionnaires and interviews as data collection tools. The qualitative data were analyzed using thematic analysis, while the quantitative data were analyzed using descriptive and inferential statistics using the SPSS software.
Results: It was found that teachers perceived salary as the major employer-related factor in teachers' attrition (relative importance index (RII) = 0.85). team member-related factors, such as the willingness of teachers to pursue another career outside education, were perceived as the primary factor of attrition (RII = 0.78). In contrast, an external-related factor, such as better opportunities in some other occupations, was ranked the first major contributor to teachers' attrition (RII = 0.88). The overall assessment of the factors of attrition based on the relative importance index revealed that Employer-related factors are the major contributor to teachers' attrition (RII = 0.70).
Conclusions: The study recommends that the Ghana government find innovative ways of increasing teachers' salaries as a source of motivation and offer them other incentive packages to aid in retaining them in the service.
APA Citation StyleKyeremeh, J. , Adom, D. , Essuman, M. A. , & Pek, L. S. (2025). Factors influencing teachers’ attrition in public basic schools in Techiman Municipality, Ghana: An embedded mixed methods study. Journal of Artificial Intelligence in Education & Learning Innovation, 66-88. https://doi.org/10.56003/jaieli.v1i1.578 -
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 -
Enhancing basketball technique learning using I-spring application: A study in high school physical education
Hadi Saputro1, Rama Kurniawan2, Surya Adi Saputra3, Usman Wahyudi41. State University of Malang , ID2. State University of Malang , ID3. State University of Malang , ID4. State University of Malang , ID2025-10-08|page 1-14AbstractBackground: High school students feel less able to master the subject of Physical Education, Sports, and Health (PJOK) Basketball material in a relatively short meeting, so it needs innovative learning.
Objectives: This research was conducted to develop learning media for basketball game material based on the I-Spring application to facilitate students' learning.
Methods: This research uses the Research and Development (R&D) method using the ADDIE model, which refers to Lee and Owens. Data collection was done through direct observation and questionnaire distribution. The research subjects were the students of Senior High School 1 Gondanglegi, Malang Regency, Indonesia, which amounted to 866 students. The data analysis method used is descriptive qualitative using Likert scale calculation.
Results: The observation results showed that 95.5% of students had participated in basketball learning in class or on the field, 71.2% of students had difficulty learning the basic techniques of basketball games, and 92.4 students needed application-based learning media to understand more deeply and be able to practice basic basketball techniques. Small group trials on 10 students obtained results of 85.2% and 86.4% for large group trials with 30 students.
Conclusions: The developed product is feasible for PJOK learning, especially basketball material at State Senior High School 1 Gondanglegi. Future studies are encouraged to expand the material coverage and evaluate long-term learning outcomes using the developed application.
APA Citation StyleSaputro, H. , Kurniawan, R. , Saputra, S. A. , & Wahyudi, U. (2025). Enhancing basketball technique learning using I-spring application: A study in high school physical education. Journal of Artificial Intelligence in Education & Learning Innovation, 1-14. https://doi.org/10.56003/jaieli.v1i1.522 -
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 -
Exploring the use of SIBIKU multimedia to enhance learning participation among deaf students in a special school context
Nurina Ayuningtyas1, Ahmad Fajri Lutfi21. Universitas Muhammadiyah Kuningan , ID2. Universitas Muhammadiyah Kuningan , ID2026-04-06|page 135-147AbstractBackground: Observations at SLB C YPALB Perwari Kuningan indicate low motivation and limited participation among deaf students during learning activities. Interactive multimedia such as SIBIKU is expected to address these challenges.
Objectives: This study aims to (1) examine the implementation of SIBIKU multimedia in learning, (2) analyze students’ responses, and (3) evaluate changes in students’ learning participation and vocabulary acquisition.
Methods: This study employed a descriptive qualitative design with a field-based approach. Participants were selected using purposive sampling, consisting of one teacher and deaf students involved in computer learning activities. Data were collected through participatory observation, semi-structured interviews, and documentation. The main instrument was the researcher, supported by observation and interview guidelines. Data were analyzed using thematic analysis following Miles and Huberman’s model, including data reduction, data display, and conclusion drawing, with triangulation to ensure validity.
Results: The findings show that SIBIKU multimedia enhances student participation, as indicated by (1) increased attention to learning media, (2) active imitation of sign language movements, (3) higher frequency of student interaction and turn-taking, and (4) greater engagement in learning tasks such as word-guessing activities. Students also demonstrated improved motivation and more independent learning behavior.
Conclusions: SIBIKU multimedia provides a visually rich, interactive learning environment that effectively increases participation and engagement among deaf students, making it a promising tool for inclusive education.APA Citation StyleAyuningtyas, N. , & Lutfi, A. F. (2026). Exploring the use of SIBIKU multimedia to enhance learning participation among deaf students in a special school context. Journal of Artificial Intelligence in Education & Learning Innovation, 135-147. https://doi.org/10.56003/jaieli.v1i2.676
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