The effect of artificial intelligence-powered educational tools on physical education and sport pre-service teachers' curriculum literacy

Abstract

This study examined the association between the use of AI-powered educational tools and Physical Education and Sports pre-service teachers’ curriculum literacy outcomes within an explanatory sequential mixed-methods design. The quantitative part employed a quasi-experimental pretest–posttest single-group design, and the qualitative phase used a phenomenological approach. Participants were 30 Physical Education and Sports pre-service teachers (10 female, 20 male). Quantitative data were collected using the Curriculum Literacy Scale, while qualitative data were gathered through a semi-structured interview form informed by the Technology Acceptance Model (TAM). The intervention lasted seven weeks. During the process, participants used AI-powered tools (MagicSchool and Eduaide) to design and evaluate unit plans, daily lesson plans, 5E lesson plans, cooperative learning activities, and question–answer tasks. Quantitative data were analyzed using a paired-samples t-test, and qualitative data were analyzed via descriptive content analysis. Results indicated a statistically significant difference between pretest and posttest curriculum literacy scores in favor of the posttest. Qualitative findings yielded themes reflecting participants’ perceptions and intentions regarding the use of AI-powered tools, interpreted through TAM-related constructs. Overall, the findings suggest that integrating AI-powered educational tools into planning and instructional design practices in Physical Education and Sports teacher curriculum warrants further implementation and research.