ArticleBehavioral sciences (Basel, Switzerland)2025
The Paradox of AI Empowerment in Primary School Physical Education: Why Technology May Hinder, Not Help, Teaching Efficiency.
Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- An empirical study of digital competence, technostress, and job satisfaction among college physical education teachers in China.Scientific reports · 2026Article
- Gamified Physical Education and Cognitive Performance Among Chinese Secondary School Students: Cross-Sectional Moderation Mediation Study.JMIR serious games · 2026Article
- Associations between ICT-related digital teaching demands and job burnout among university physical education teachers in China: the intervening roles of technostress and occupational stress.Frontiers in psychology · 2026Article
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
This study investigates why artificial intelligence (AI) may hinder rather than enhance teaching efficiency in primary school physical education (PE). Guided by socio-technical systems theory, we conducted focus group interviews with 13 PE teachers (6 from Nanjing and 7 from Chongqing, China) who had at least three years of teaching experience and two years of AI implementation experience. Participants were purposefully selected through a two-stage sampling strategy: initial screening via open-ended questionnaires to identify teachers reporting negative experiences with AI integration, followed by snowball sampling to recruit additional participants with similar perspectives. Data collection employed a dual-facilitator approach using semi-structured interviews, with one moderator guiding discussions while another observed non-verbal cues. Qualitative content analysis revealed key barriers across four dimensions: technological (interface complexity, infrastructure limitations), employee (professional identity conflicts, interpersonal tensions), task-related (real-time monitoring challenges, reduced pedagogical flexibility), and organizational (inadequate support systems, unclear implementation policies). These findings suggest that successful AI integration in PE requires a holistic approach addressing both technological and human factors, rather than focusing solely on technological advancement. The study contributes to understanding how socio-technical interactions uniquely manifest in physically active learning environments.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.