AI and Thinkable-Assisted learning media for physical education: a descriptive study on collaborative lecturer education
DOI:
https://doi.org/10.47197/retos.v61.109851Keywords:
AI in Education, Thunkable, Physical EducationAbstract
This research aims to determine the role of Artificial Intelligence (AI) and Thunkable interactive learning media application design in cerebrating practices of lecturer education in the context of physical education (PE) methods integrated training. Questions arise on how lecturers can reinforce PE lessons with technologies such as AI and Thunkable and what challenges they face in doing so. This study utilized descriptive research design and data was collected by means of semi-structured interviews with PE lecturers who were knowledgeable about and had utilized AI or Thunkable in their teaching practice. Analysis of quantitative data was also descriptive but focused on transcribing the qualitative data based on, among others, lecturers' technological competence, benefits and challenges of the implementation, student outcome, and qualitative, lecturers' responses. Results found out that despite 70% of lecturers’ awareness of AI in PE lessons, only 30% of them used the available AI tools for the lessons. Out of the few lecturers who attempted to use the Thunkable application, only 25% were able to generate apps which is the focus of the application. Lecturers suggested that students would benefit a lot from AI especially through active participation rewarded by instant feedback without possibilities of concerns being addressed properly due to insufficient training and technical infrastructures. The implications of this study will focus on educational linguistics considering practical uses of AI tools in the language of education in terms of physical education. The use of AI systems in PE lessons can enhance communication and interaction in a multilingual setting that promotes both language and movement skills.
This research aims to determine the role of Artificial Intelligence (AI) and Thunkable interactive learning media application design in cerebrating practices of lecturer education in the context of physical education (PE) methods integrated training. Questions arise on how lecturers can reinforce PE lessons with technologies such as AI and Thunkable and what challenges they face in doing so. This study utilized descriptive research design and data was collected by means of semi-structured interviews with PE lecturers who were knowledgeable about and had utilized AI or Thunkable in their teaching practice. Analysis of quantitative data was also descriptive but focused on transcribing the qualitative data based on, among others, lecturers' technological competence, benefits and challenges of the implementation, student outcome, and qualitative, lecturers' responses. Results found out that despite 70% of lecturers’ awareness of AI in PE lessons, only 30% of them used the available AI tools for the lessons. Out of the few lecturers who attempted to use the Thunkable application, only 25% were able to generate apps which is the focus of the application. Lecturers suggested that students would benefit a lot from AI especially through active participation rewarded by instant feedback without possibilities of concerns being addressed properly due to insufficient training and technical infrastructures. The implications of this study will focus on educational linguistics considering practical uses of AI tools in the language of education in terms of physical education. The use of AI systems in PE lessons can enhance communication and interaction in a multilingual setting that promotes both language and movement skills.
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