Abstract
Background/Purpose: Five major teaching pain points often occur in the teaching of public physical education courses in universities: (1) First pain point is easy to have deviations in movement cognition and self-practice. (2) It is difficult to accurately grasp the intensity and density of exercise. (3) Lack of process and phased teaching evaluations can inhibit the cultivation of autonomous exercise drive. (4) Unhealthy aesthetics have a negative impact, leading to a deviation in aesthetic perception among students. (5) Students lack autonomous learning ability and have difficulty cultivating post-class exercise habits. How to resolve these "pain points" are now the key factors influencing the development of our college physical education in the future. Method: 78 students (Mage = 20.26 years, SD = 1.22, 38 males, 40 females) were taken as the research participants. Participants were randomly divided into Group A (traditional teaching mode) and Group B (AI intelligent and precise teaching mode), with 90-minute sessions per week for a total of 12 weeks. The AI teaching mode included somatosensory interactive games, "AI Virtual Teacher", "MOOC," and heart-rate monitoring wristwatch teaching aids. Twice, in the sixth and twelfth weeks, students were surveyed in four aspects: skill mastery, physical fitness, hours of exercise, and interest in learning PE. Results: (a) Group B's interest in learning and exercise duration were both significantly higher than Group A's (P < 0.05); (b) Group B’s AVG score of skill test: 3.42 points higher than that of Group A, and Group B’s AVG score of physical fitness: 1.2 points higher than that of Group A. (c) Group B’s independent learning ability was better than that of Group A (t = 14.8, P < 0.05); (d) A significant difference was observed between the traditional teaching mode and the AI intelligent and precise teaching mode. Conclusion/Discussion: Based on the above "five major pain points," this study explored a new model of "information technology + PE teaching" in PE courses in universities, initially using "AI virtual teachers," "MOOC," and adopting teaching organization methods such as "imitation + questioning + discussion + answering + training + creation + review + competition." It created a three-dimensional teaching model integrating points, lines, and surfaces, realizing comprehensive teaching guidance by "real teachers" and "AI virtual teachers," and ultimately achieving real-time, refined, and diversified teaching guidance. The research results can provide a reference for future teaching reform of PE courses in universities.
Published Version
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