Virtual Reality and Artificial Intelligence as mediators in cognitive development through sports practice
DOI:
https://doi.org/10.47197/retos.v72.117520Keywords:
Artificial intelligence, cognitive learning, decision-making, virtual reality, working memoryAbstract
Introduction: Digital technologies have transformed sports training, allowing virtual reality (VR) and artificial intelligence (AI) to act as mediators in the development of cognitive skills in university students.
Objective: The aim of this study is to analyze and validate the role of VR and AI as mediators in the cognitive development of university students through sports practice, and to explore the transfer of these skills from virtual environments to real-world contexts.
Methodology: A quantitative correlational and explanatory study was conducted with a sample of 120 university students. The experimental group participated in sports training sessions using 360° VR and AI systems that provided personalized feedback. Cognitive functions were evaluated using standardized tests, and information on physical activity habits was collected before and after the intervention.
Results: The experimental group showed significant improvements in selective attention, working memory, decision-making, and motor coordination, while the control group exhibited minimal changes, evidencing the effectiveness of combining VR and AI as mediators of cognitive learning.
Discussion: These findings are consistent with previous research on exergames and perceptual-cognitive training, reinforcing the importance of controlled and adaptive environments to optimize the transfer of acquired skills to real sports performance.
Conclusions: The integration of VR and AI enhances both cognitive and physical functions in university students, suggesting their systematic application in educational and sports programs to promote comprehensive, personalized, and transferable learning.
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