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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 -
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 -
Themes and values in pre-service teachers’ digital storybooks: A content analysis for elementary English education
Najma Macatanto1, Desiery Maghinay2, John Dale Pendon3, Carla Marie Rubio4, Esmeraldo Sarad5, Kim Silva61. College of Education, Mindanao State University-General Santos , PH2. College of Education, Mindanao State University-General Santos , PH3. College of Education, Mindanao State University-General Santos , PH4. College of Education, Mindanao State University-General Santos , PH5. College of Education, Mindanao State University-General Santos , PH6. College of Education, Mindanao State University-General Santos , PH2026-07-02|page 32-43AbstractBackground: Digital storytelling has emerged as an innovative pedagogical approach that promotes meaningful learning experiences and enhances student engagement.
Objectives: This study examined the themes and values embedded in digital storybooks created by pre-service teachers and explored their implications for teaching English in elementary education.
Methods: Using a qualitative content analysis design, ten digital storybooks were purposively selected based on predetermined inclusion criteria. Data were analyzed through directed content analysis using an adapted thematic analysis framework.
Results: Findings revealed nine major themes. The most prominent were exploration-related themes (3 out of 10 storybooks, 30%) and family-sharing themes (3 out of 10 storybooks, 30%), followed by community-oriented themes (2 out of 10 storybooks, 20%). Other themes included parent-child communication and financial responsibility. The digital storybooks also embodied core values such as respect, compassion, humility, responsibility, tolerance, forgiveness, and commitment to the common good.
Conclusions: These findings suggest that digital storybooks can serve as effective resources for integrating language development, values education, and socio-emotional learning in elementary English classrooms. The study is limited by its small sample size and context-specific dataset. Further research should include a larger dataset and cross-cultural analysis to strengthen the generalizability of findings.
APA Citation StyleMacatanto, N. , Maghinay, D. , Pendon, J. D. , Rubio, C. M. , Sarad, E. , & Silva, K. (2026). Themes and values in pre-service teachers’ digital storybooks: A content analysis for elementary English education. Journal of Artificial Intelligence in Education & Learning Innovation, 32-43. https://doi.org/10.56003/jaieli.v2i1.701 -
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 -
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 -
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
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