Effects of an AI-supported movement-based Physical Education program using a virtual nature reserve on ecological literacy and inquiry skills
DOI:
https://doi.org/10.47197/retos.v78.118848Keywords:
Physical Education, ecological literacy, inquiry skills, artificial intelligence, movement-based learning, secondary educationAbstract
Introduction: Contemporary Physical Education (PE) reform promotes cognitively engaging movement and holistic student development. However, sustainability education in secondary schools remains largely classroom-centered, limiting embodied ecological learning within PE contexts.
Objective: This study examined the effects of an Artificial Intelligence (AI)–supported movement-based PE program using a Virtual Nature Reserve (VNR) on ecological literacy and inquiry skills among secondary school students.
Methodology: A quasi-experimental pretest–posttest control group design involved 126 students (M_age = 16.2 ± 0.7 years) assigned to three groups: AI-supported movement-based PE (n = 42), inquiry-based multimedia instruction (n = 41), and conventional teaching (n = 43). The eight-week intervention was implemented during 90-minute PE sessions. Movement intensity varied across phases, with eco-circuit activities approximating moderate intensity (around 3–5 METs). Data were analyzed using ANCOVA with pretest scores as covariates.
Results: Significant differences were found in ecological literacy (η²p = .29) and inquiry skills (η²p = .24), favoring the experimental group.
Conclusions: The movement-integrated PE model may enhance ecological literacy and inquiry skills while maintaining moderate physical engagement and complementing Outdoor Education approaches.
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