Article RETRACTED due to manipulation by the authors  AI and Thinkable-Assisted learning media for physical education: a descriptive study on collaborative lecturer education: Article RETRACTED due to manipulation by the authors

Yarmani Yarmani; Bogy Restu Ilahi; Syafrial Syafrial; Fina Hiasa; Septian Raibowo; Rio Kurniawan; Ardo Okilanda; Samsul Azhar

doi:10.47197/retos.v61.109851

Autores

Yarmani Yarmani Universitas Bengkulu
Bogy Restu Ilahi Universitas Bengkulu
Syafrial Syafrial Universitas Bengkulu
Fina Hiasa Universitas Bengkulu
Septian Raibowo Universitas Bengkulu https://orcid.org/0000-0001-9588-2752
Rio Kurniawan Universitas Bengkulu
Ardo Okilanda Universitas Negeri Padang
Samsul Azhar Universitas Sriwijaya

DOI:

https://doi.org/10.47197/retos.v61.109851

Palavras-chave:

IA na Educação, Thunkable, Educação Física

Resumo

Esta investigação tem como objetivo determinar o papel da Inteligência Artificial (IA) e do design de aplicações de media de aprendizagem interativa Thunkable nas práticas cerebrais da formação de professores no contexto do treino integrado com métodos de educação física (EF). Surgem questões sobre como os professores podem reforçar as aulas de educação física com tecnologias como a IA e o Thunkable e quais os desafios que enfrentam ao fazê-lo. Este estudo utilizou um desenho de investigação descritivo e os dados foram recolhidos através de entrevistas semiestruturadas com professores de educação física que conheciam e utilizavam a IA ou Thunkable na sua prática docente. A análise dos dados quantitativos foi também descritiva, mas incidiu sobre a transcrição dos dados qualitativos com base, entre outros, na competência tecnológica dos professores, nos benefícios e desafios da implementação, nos resultados dos alunos e nas respostas qualitativas dos professores. Os resultados revelaram que apesar de 70% dos professores conhecerem a IA nas aulas de educação física, apenas 30% deles utilizavam as ferramentas de IA disponíveis para as aulas. Dos poucos professores que tentaram utilizar a aplicação Thunkable, apenas 25% conseguiram gerar aplicações, que é o objetivo da aplicação. Os professores sugeriram que os alunos beneficiariam enormemente da IA, especialmente através da participação activa recompensada com feedback instantâneo, sem a capacidade de abordar adequadamente as preocupações devido à formação e infra-estruturas técnicas insuficientes. As implicações deste estudo centrar-se-ão na linguística educacional, considerando os usos práticos das ferramentas de IA na linguagem educacional em termos de educação física. A utilização de sistemas de inteligência artificial nas aulas de educação física pode melhorar a comunicação e a interação num ambiente multilingue que promove competências linguísticas e motoras.

Referências

Alam, A., & Mohanty, A. (2023). Educational technology: Exploring the convergence of technology and pedagogy through mobility, interactivity, AI, and learning tools. Cogent Engineering, 10(2), 2283282. https://doi.org/10.1080/23311916.2023.2283282

Alfurqan, A., Syaputri, W., Okilanda, A., Yulianti, A. I., Indra, Y., Hastianah, H., Isnaeni, M., Widyasari, W., & Amrista, R. (2024). Islamic values and cultural identity in world cup football commentary. Retos, 59, 1149–1157. https://doi.org/10.47197/retos.v59.109355

Aung, Z. H., Sanium, S., Songsaksuppachok, C., Kusakunniran, W., Precharattana, M., Chuechote, S., Pongsanon, K., & Ritthipravat, P. (2022). Designing a novel teaching platform for AI: A case study in a Thai school context. Journal of Computer Assisted Learning, 38(6), 1714–1729. https://doi.org/10.1111/jcal.12706

Clark, R. A., Thilarajah, S., Williams, G., Kahn, M., Heywood, S., Tan, H. H., Hough, E. J., & Pua, Y. (2021). Kits for wearable sensor systems: Exploring software and hardware system design, building guides, and opportunities for clinical re-habilitation. In Digital Health (pp. 1–25). Elsevier.

Coimbra, M., Cody, R., Kreppke, J.-N., & Gerber, M. (2021). Impact of a physical education-based behavioural skill training program on cognitive antecedents and exercise and sport behaviour among adolescents: A cluster-randomized con-trolled trial. Physical Education and Sport Pedagogy, 26(1), 16–35. https://doi.org/10.1080/17408989.2020.1799966

Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: A discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36. https://doi.org/10.46809/jpse.v2i2.20

Deo, R. C., Yaseen, Z. M., Al-Ansari, N., Nguyen-Huy, T., Langlands, T. A. M., & Galligan, L. (2020). Modern artificial intelli-gence model development for undergraduate student performance prediction: An investigation on engineering mathematics courses. IEEE Access, 8, 136697–136724. https://doi.org/10.1109/ACCESS.2020.3010938

Effendi, H., Asepsujana, A., Fadlan, A. R., Batubara, R., Okilanda, A., & Syaputri, W. (2024). Improvement of physical fitness through electronic modules based on play activities. Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 58, 445–449.

Evans, R. R., & Sims, S. K. (2022). Health and physical education for elementary classroom lecturers: An integrated approach. Human

Farrokhi, A., Farahbakhsh, R., Rezazadeh, J., & Minerva, R. (2021). Application of Internet of Things and artificial intelligence for smart fitness: A survey. Computer Networks, 189, 107859. https://doi.org/10.1016/j.comnet.2021.107859

García-Martínez, I., Fernández-Batanero, J. M., Fernández-Cerero, J., & León, S. P. (2023). Analysing the Impact of Artificial Intelligence and Computational Sciences on Student Performance: Systematic Review and Meta-analysis. Journal of New Approaches in Educational Research, 12(1), 171–197. https://doi.org/10.7821/naer.2023.1.1240

Gopal, V. (2020). Digital education transformation: A pedagogical revolution. I-Manager’s Journal of Educational Technology, 17(2), 66.

Griffiths, M. A., Goodyear, V. A., & Armour, K. M. (2022). Massive open online courses (MOOCs) for professional develop-ment: Meeting the needs and expectations of physical education lecturers and youth sport coaches. Physical Education and Sport Pedagogy, 27(3), 276–290. https://doi.org/10.1080/17408989.2021.1874901

Harner, T. (2024). The Holistic Approach Integrating Health Physical Education and Recreation. Health Science Journal, 18(4), 1–3.

Kim, J. (2024). Leading lecturers’ perspective on lecturer-AI collaboration in education. Education and Information Technologies, 29(7), 8693–8724. https://doi.org/10.1007/s10639-023-12109-5

Kuru, H. (2024). Identifying Behavior Change Techniques in an Artificial Intelligence-Based Fitness App: A Content Analysis. Health Education & Behavior, 51(4), 636–647. https://doi.org/10.1177/10901981231213586

Lakshmi, A. J., Kumar, A., Kumar, M. S., Patel, S. I., Naik, S. L., & Ramesh, J. V. N. (2023). Artificial intelligence in steering the digital transformation of collaborative technical education. The Journal of High Technology Management Research, 34(2), 100467. https://doi.org/10.1016/j.hitech.2023.100467

Liu, J., Wang, L., & Zhou, H. (2021). The application of human–computer interaction technology fused with artificial intelli-gence in sports moving target detection education for college athlete. Frontiers in Psychology, 12, 677590.

Luo, Y.-J., Lin, M.-L., Hsu, C.-H., Liao, C.-C., & Kao, C.-C. (2020). The effects of team-game-tournaments application to-wards learning motivation and motor skills in college physical education. Sustainability, 12(15), 6147. https://doi.org/10.3390/su12156147

Markauskaite, L., Marrone, R., Poquet, O., Knight, S., Martinez-Maldonado, R., Howard, S., Tondeur, J., De Laat, M., Shum, S. B., & Gašević, D. (2022). Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI? Computers and Education: Artificial Intelligence, 3, 100056. https://doi.org/10.1016/j.caeai.2022.100056

Mokmin, N. A. M., & Jamiat, N. (2021). The effectiveness of a virtual fitness trainer app in motivating and engaging students for fitness activity by applying motor learning theory. Education and Information Technologies, 26(2), 1847–1864. https://doi.org/10.1007/s10639-020-10337-7

Mõttus, R., Wood, D., Condon, D. M., Back, M. D., Baumert, A., Costantini, G., Epskamp, S., Greiff, S., Johnson, W., Lukaszewski, A., Murray, A., Revelle, W., Wright, A. G. C., Yarkoni, T., Ziegler, M., & Zimmermann, J. (2020). De-scriptive, Predictive and Explanatory Personality Research: Different Goals, Different Approaches, but a Shared Need to Move beyond the Big Few Traits. European Journal of Personality, 34(6), 1175–1201. https://doi.org/10.1002/per.2311

Mukul, E., & Büyüközkan, G. (2023). Digital transformation in education: A systematic review of education 4.0. Technological Forecasting and Social Change, 194, 122664. https://doi.org/10.1016/j.techfore.2023.122664

Nazaretsky, T., Ariely, M., Cukurova, M., & Alexandron, G. (2022). Lecturers’ trust in AI ‐powered educational technology and a professional development program to improve it. British Journal of Educational Technology, 53(4), 914–931. https://doi.org/10.1111/bjet.13232

Okilanda, A., Ihsan, N., Arnando, M., Hasan, B., Shapie, M. N. M., Tulyakul, S., Duwarah, T., & Ahmed, M. (2024). Revving up performance: The impact of interval training with weighted resistance on speed enhancement in university stu-dents. Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 58, 469–476.

Okilanda, A., Putri, S. A. R., Fajar, M., Febrian, M., Saputra, M., Tulyakul, S., Duwarah, T., Putra, A., Hasan, B., & Syaputri, W. (2024). Endurance training and its impact on physical health among university students. Retos, 59, 1092–1102. https://doi.org/10.47197/retos.v59.107516

Palanivel, K. (2020). Emerging technologies to smart education. Int. J. Comput. Trends Technol, 68(2), 5–16. https://doi.org/10.14445/22312803/IJCTT-V68I2P102

Papa, R., & Jackson, K. M. (2021). Classrooms in 2051. In R. Papa & K. Moran Jackson (Eds.), Artificial Intelligence, Human Agency and the Educational Leader (pp. 103–131). Springer International Publishing. https://doi.org/10.1007/978-3-030-77610-7_4

Phonlakrai, M., Zengkeaw, K., Nuangchamnong, N., Kulpakdee, N., & Kawvised, S. (2024). Effectiveness of smartphone applications for magnetic resonance imaging learning among radiological technology students: An alternative tool for enhancing knowledge. Journal of Medical Imaging and Radiation Sciences, 55(4), 101727. https://doi.org/10.1016/j.jmir.2024.101727

Raykar, S., & Shet, V. (2023). Mobile Healthcare Application for Virtual Patient Monitoring System. In M. Gupta, S. Ghatak, A. Gupta, & A. L. Mukherjee (Eds.), Artificial Intelligence on Medical Data (Vol. 37, pp. 317–330). Springer Nature Sin-gapore. https://doi.org/10.1007/978-981-19-0151-5_27

Sadiku, M. N., Musa, S. M., & Chukwu, U. C. (2022). Artificial intelligence in education. iUniverse.

Sargent, J., & Calderón, A. (2021). Technology-enhanced learning physical education? A critical review of the literature. Jour-nal of Teaching in Physical Education, 41(4), 689–709. https://doi.org/10.1123/jtpe.2021-0136

Seldon, A., Abidoye, O., & Metcalf, T. (2020). The Fourth Education Revolution Reconsidered: Will Artificial Intelligence Enrich Or Diminish Humanity? Legend Press Ltd.

Shah, P. (2023). AI and the Future of Education: Teaching in the Age of Artificial Intelligence. John Wiley & Sons.

Siegle, D., & Hook, T. S. (2023). Learning from and learning with technology. In Content-based curriculum for advanced learners (pp. 595–618). Routledge.

Smith, J. M. (2021). Combinatorial, Linear, Integer and Nonlinear Optimization Apps: COLINA Grande (Vol. 175). Springer Nature.

Syaputri, W., Revita, I., Oktavianus, O., Usman, F., Zulfadhli, Z., Okilanda, A., Isnaeni, M., & Wijayanti, R. A. (2024). Game talk: Exploring the linguistic features of sports commentary. Retos, 59, 1116–1125. https://doi.org/10.47197/retos.v59.108653

Venzke, J., Hohmann, R., Krombholz, A., Platen, P., & Reichert, M. (2024). Enhancing Learning Experiences in Sports Sci-ence through Video and AI-generated Feedback. In P. Salden & J. Leschke (Eds.), Learning Analytics und Künstliche In-telligenz in Studium und Lehre (pp. 79–95). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-42993-5_5

Volansky, A. (2023). The Three Waves of Reform in the World of Education 1918 – 2018: Students of Yesterday, Students of Tomorrow. Springer Nature Singapore. https://doi.org/10.1007/978-981-19-5771-0

Wang, T., & Cheng, E. C. K. (2021). An investigation of barriers to Hong Kong K-12 schools incorporating Artificial Intelli-gence in education. Computers and Education: Artificial Intelligence, 2, 100031. https://doi.org/10.1016/j.caeai.2021.100031

Zeng, H., Liu, J., Wu, D., & Yue, L. (Eds.). (2023). Smart Education Best Practices in Chinese Schools. Springer Nature Singapore. https://doi.org/10.1007/978-981-99-6097-2

Zhang, J., & Zhang, Z. (2024). AI in lecturer education: Unlocking new dimensions in teaching support, inclusive learning, and digital literacy. Journal of Computer Assisted Learning, 40(4), 1871–1885. https://doi.org/10.1111/jcal.12988

Zhang, L., Sengan, S., & Manivannan, P. (2022). The Capture and Evaluation System of Student Actions in Physical Education Classroom Based on Deep Learning. Journal of Interconnection Networks, 22(Supp02), 2143025. https://doi.org/10.1142/S0219265921430258

Article RETRACTED due to manipulation by the authors A y métodos de aprendizaje asistido por Thinkable para educación física: un estudio descriptivo sobre la formación colaborativa de docentes