La inteligencia artificial como herramienta pedagógica para la condición física y el bienestar emocional en educación básica
DOI:
https://doi.org/10.53591/riaf.v4i2.3372Palabras clave:
Inteligencia artificial; condición física; bienestar emocional; educación básica; tecnología educativa.Resumen
Introducción: la inactividad física y las dificultades del bienestar emocional representan problemas crecientes en la población escolar, mientras que las tecnologías basadas en inteligencia artificial ofrecen nuevas posibilidades pedagógicas. Objetivo: evaluar el efecto de un programa de educación física mediado por inteligencia artificial sobre la condición física y el bienestar emocional de estudiantes de educación básica. Materiales y métodos: se empleó un diseño cuasiexperimental con dos grupos y mediciones antes y después, durante doce semanas. Participaron doscientos cuarenta estudiantes de primaria y secundaria, asignados a un grupo experimental y a un grupo control. Se evaluaron la resistencia cardiorrespiratoria mediante una prueba de carrera de doce minutos, la fuerza-resistencia con flexiones de codo en treinta segundos, la velocidad en cincuenta metros y un índice de bienestar emocional. Se aplicaron análisis de covarianza, análisis de varianza mixtos, tamaños del efecto con intervalos de confianza y análisis de potencia. Resultados: el grupo experimental mostró mejoras significativamente mayores que el grupo control en todas las variables, con interacciones significativas entre grupo y tiempo y magnitudes del efecto entre moderadas y grandes. Los incrementos de la condición física se asociaron positivamente con la mejora del bienestar emocional. Conclusiones: los resultados, obtenidos a partir de datos simulados con fines metodológicos, sugieren que la inteligencia artificial, utilizada como herramienta pedagógica, podría favorecer de manera simultánea la condición física y el bienestar emocional, si bien se requieren estudios con datos empíricos para confirmar estas tendencias.
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