الگوی شناسایی ابعاد و مؤلفه‌های تربیتبدنی مناسب‌سازی شده مبتنی بر هوش مصنوعی برای دانش‌آموزان دارای نیاز ویژه: رویکرد فرا ترکیب
محورهای موضوعی : مهندسی کامپیوتر و فناوری اطلاعات
حمیرا کاوه
1
,
علی اکبر عجم
2
*
,
حسین مومنی مهموئی
3
,
حسین سلطانی
4
1 - گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران.
2 - گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران (نویسنده مسئول)
3 - گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران
4 - گروه تربیت بدنی و علوم ورزشی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران
کلید واژه: تربیت¬بدنی مناسب¬سازی شده, هوش مصنوعی, دانش‌آموزان دارای نیاز ویژه,
چکیده مقاله :
پژوهش حاضر، باهدف شناسایی ابعاد و مؤلفه‌های تربیتبدنی مناسب‌سازی شده مبتنی بر هوش مصنوعی برای دانش‌آموزان دارای نیاز ویژه، انجام گرفت. به این منظور، از روش کیفی از نوع فراترکیب استفاده شد. داده‌های پژوهش با استفاده از الگوی شش مرحله‌ای روبرتس در محدوده زمانی مدنظر مقالات جست‌وجو و گردآوری شدند. قلمرو پژوهش کلیه مقالاتی بودند که درباره موضوع پژوهش و زمینه‌های مرتبط در پایگاه‌های تخصصی و علمی ارائه‌شده‌اند. نمونه پژوهش 27 مقاله بود که این تعداد به‌صورت هدفمند و بر اساس پایش موضوعی، محتوایی و اشباع نظری داده‌ها انتخاب‌شده‌اند. داده‌های پژوهش در این مرحله با استفاده از تحلیل محتوای مضمونی تجزیه‌وتحلیل شدند. به‌منظور بررسی قابلیت اعتبار و اعتماد یافته‌ها نیز از معیارهای خود بازبینی محقق و روش مرور همتا (ضریب توافق ارزیاب‌ها) بهره گرفته شد. با تجزیه‌وتحلیل داده‌ها، ابعاد و مؤلفه‌های تربیتبدنی متناسبسازی شده مبتنی بر هوش مصنوعی در پنج بعد، 17 محور و 78 مقوله شامل ارزیابی اختصاصی فیزیولوژیکی (شناسایی ویژگی‌های فیزیکی دانش‌آموزان دارای نیاز ویژه، تحلیل روان‌شناختی دانش‌آموزان دارای نیاز ویژه، استفاده از داده‌های هوش مصنوعی برای پیش‌بینی، تطبیق با استانداردهای جهانی)؛ طراحی تمرینات تطبیقی (طراحی تمرینات فیزیکی فردی، مدیریت تنوع در برنامه‌ها، پیگیری و نظارت هوشمند)؛ هوشمند سازی محیط تمرین (شبیه‌سازی محیط ورزشی، کاربست سنسورهای محیطی، انطباق‌پذیری هوشمند محیط تمرین)؛ راهبردهای آموزشی داده محور (طراحی برنامه‌های انگیزشی مبتنی بر داده‌ها، ایجاد تعامل و مشارکت در گروه‌های مختلف، استفاده از بازخوردهای مثبت)، ارزشیابی چند ساحتی (ارزشیابی عملکردی، ارزشیابی شناختی و انگیزشی، ارزشیابی اجتماعی و ارتباطی، ارزشیابی تطبیقی و شخصی‌سازی‌شده) مورد سازمان‌دهی قرار گرفت.
The present study was conducted with the aim of identifying the dimensions and components of artificial intelligence-based physical education adapted for students with special needs. For this purpose, a qualitative meta-synthesis method was used. Research data were searched and collected using Roberts' six-stage model in the period of interest (internal 1400-1404 and external 2020-2024). The scope of the study was all articles (97 articles) that were presented on the research topic and related fields in specialized and scientific databases. The research sample was 27 articles, which were selected purposefully and based on thematic, content, and theoretical saturation monitoring of the data. The research data were analyzed at this stage using thematic content analysis. In order to examine the validity and reliability of the findings, the criteria of the researcher's self-review and the peer review method (rater agreement coefficient) were also used. By analyzing the data, the dimensions and components of AI-based tailored physical education were organized into five dimensions, 17 axes, and 78 categories, including specific physiological assessment (identifying the physical characteristics of students with special needs, psychological analysis of students with special needs, using AI data for prediction, adapting to global standards); adaptive exercise design (designing individual physical exercises, managing diversity in programs, intelligent tracking and monitoring); smart training environment (simulating the sports environment, using environmental sensors, intelligent adaptation of the training environment); data-driven educational strategies (designing motivational programs based on data, creating interaction and participation in different groups, using positive feedback), and multi-domain evaluation (performance evaluation, cognitive and motivational evaluation, social and communication evaluation, adaptive and personalized evaluation).
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