EFFECTS OF AI-AUGMENTED TAI CHI INSTRUCTION ON PERFORMANCE AND LEARNING OUTCOMES IN SECONDARY VOCATIONAL PHYSICAL EDUCATION

Yangyang Sui; Thanawan  Phongsatha

doi:10.55003/IJIET.8110

Authors

Yangyang Sui Department of Health and Tourism, Sichuan Tourism School, Chengdu, Sichuan 610041 People Republic of China
Thanawan Phongsatha Teaching and Technology Program, Graduate School of Business and Advanced Technology Management, Assumption University of Thailand, Bangkok 10240 Thailand

DOI:

https://doi.org/10.55003/IJIET.8110

Keywords:

AI-assisted physical education, Tai Chi instruction, Secondary vocational education, Self-efficacy, Learning satisfaction

Abstract

This study examined the effects of AI-augmented Tai Chi instruction on students’ performance and learning outcomes in secondary vocational physical education. A post-test-only quasi-experimental design was employed with 91 first-year vocational students in China, who were randomly assigned to an experimental group (n = 46) and a control group (n = 45). During an eight-week intervention, the experimental group received AI-supported Tai Chi instruction featuring motion capture and real-time corrective feedback, whereas the control group received traditional demonstration–imitation teaching. Tai Chi performance was evaluated using an IWUF-based rubric rated by three trained judges, and learning satisfaction, self-directed learning attitude, behavioral intention, and self-efficacy were measured using validated Likert-scale instruments. The results showed that the AI-assisted group achieved significantly higher overall Tai Chi performance (p = .040), particularly in action quality (p = .020). The experimental group also reported significantly greater learning satisfaction, self-directed learning attitude, and self-efficacy (p < .05) than the control group. However, no statistically significant difference was observed in behavioral intention. These findings suggest that AI-augmented instruction is effective in enhancing movement quality and selected psychological outcomes in vocational physical education and may serve as a valuable instructional support tool for skill-based teaching. Nevertheless, longer-term interventions may be necessary to influence students’ sustained participation intentions.

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