ArticleFrontiers in psychology2026
Artificial intelligence in education: effects on motor learning, motivation, and student engagement from an educational psychology perspective.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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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Abstract
The rapid expansion of artificial intelligence (AI) in education has renewed debates about its pedagogical value, particularly in relation to learner-centered approaches and motivational processes. While a growing body of research has examined AI-supported learning in cognitively oriented subjects, empirical evidence remains scarce in practice-based disciplines such as physical education (PE), especially within secondary school contexts in developing countries. This study investigated the effects of integrating AI-supported instructional tools into PE lessons on students' motor learning, intrinsic motivation, and engagement in Tunisian secondary schools. A quasi-experimental pre-test/post-test design involving two intact classes was employed because individual random assignment was not feasible in the school setting (
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