Artificial intelligence as a pedagogical tool for physical fitness and emotional well-being in basic education
DOI:
https://doi.org/10.53591/riaf.v4i2.3372Keywords:
Inteligencia artificial; condición física; bienestar emocional; educación básica; tecnología educativa.Abstract
Abstract: Introduction: Physical inactivity and emotional well-being difficulties are growing problems in the school population, whereas artificial-intelligence-based technologies offer new pedagogical possibilities. Objective: to assess the effect of a physical education programme mediated by artificial intelligence on the physical fitness and emotional well-being of basic-education students. Materials and methods: a quasi-experimental design with two groups and pre- and post-measurements was used over twelve weeks. Two hundred and forty primary and secondary students participated and were assigned to an experimental group and a control group. Cardiorespiratory endurance was assessed with a twelve-minute run test, muscular endurance with elbow push-ups in thirty seconds, speed over fifty metres, and an emotional well-being index. Analyses of covariance, mixed analyses of variance, effect sizes with confidence intervals and power analysis were applied. Results: the experimental group showed significantly greater improvements than the control group in all variables, with significant group-by-time interactions and moderate-to-large effect sizes. Gains in physical fitness were positively associated with improvements in emotional well-being. Conclusions: the results, derived from simulated data for methodological purposes, suggest that artificial intelligence, used as a pedagogical tool, could simultaneously favour physical fitness and emotional well-being, although studies with empirical data are required to confirm these trends.
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