The Model for Identifying the Dimensions and Components of AI-Based Tailored Physical Education for Students with Special Needs: A Meta-Synthesis Approach

Subject Areas : Computer Engineering and IT

homeyra kave ¹ , aliakbar ajam ^{2 *} , hosien momenimahmouei ³ , hosien soltani ⁴

1 - Department of Educational Sciences, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran
2 - Department of Educational Sciences, Islamic Azad University, Torbat Heydariyeh, Iran
3 - Islamic Azad University, Torbat Heydariyeh Branch, Torbat Heydariyeh, Iran
4 - Department of Physical Education and Sport Sciences, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran

Received: 2025-03-09 Accepted : 2025-09-12 Published : 2025-10-13

Keywords: Adapted physical education, artificial intelligence, students with special needs.,

Abstract :

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).

References:

[1] Sydoruk, I., Grygus, I., Podolianchuk, I., Ostrowska, M., Napierała, M., Hagner-Derengowska, M., ... & Skalski, D. (2021). Adaptive physical education for children with the Down syndrome. Journal of Physical Education and Sport, 21, 2790-2795. doi:10.1016/j.chb.2019.03.025
[2] Maliji, M. , Aliasgari, M. , Aghaei, N. and Javadipour, M. (2018). Comparative Study of Preschool Curriculum in Iran and Several Selected Countries in Terms of Physical Education. Research on Educational Sport, 6(14), 277-300. doi: 10.22089/res.2017.4312.1310
[3] Cheon, S. H., Reeve, J., & Ntoumanis, N. (2018). A needs-supportive intervention to help PE teachers enhance students' prosocial behavior and diminish antisocial behavior. Psychology of Sport and Exercise, 35, 74-88.doi:10.1016/j.caeai.2022.100071
[4] Riso, E. M., Kull, M., Mooses, K., Hannus, A., & Jürimäe, J. (2016). Objectively measured physical activity levels and sedentary time in 7–9-year-old Estonian schoolchildren: independent associations with body composition parameters. BMC Public Health, 16(1), 1-10. doi:10.1155/2022/9327131
[5] Shami M, Azodi P, Mahmodi M, Najafipour Boushehri S, Jahanpour F. Physical Activity Status of Elementary School Children in Bushehr in 1398. irje 2021; 17 (1) :77-85. doi:10.1186/s40594-023-00470-3
[6] Özkan, Z., & Kale, R. (2023). Investigation of the effects of physical education activities on motor skills and quality of life in children with intellectual disability. International Journal of Developmental Disabilities, 69(4), 578-592. doi:10.3390/jcm11030501
[7] Nesterchuk, N., Osipchuk, I. (2018). Teoretychne obgruntuvannya suchasnykh pidkhodiv do zastosuvannya fizychnoyi reabilitatsiyi ditey z syndromom Dauna. Reabilitatsiyni ta fizkulturno-rekreatsiyni aspekty rozvytku lyudyny. 3, 60-65. doi:10.1136/bmjopen-2020-045272
[8] Dehghani, M. (2018). The Effect of Wii Fit exercises on psycho-motor skills of male students with movement disorders: Emphasis on new exercises. Journal of School Psychology, 7(1), 152-167. doi: 10.22098/jsp.2018.662
[9] Savliuk, S., Kashuba, V., Romanova, V., Afanasiev, S., Goncharova, N., Grygus, I., ... & Panchuk, A. (2020). Implementation of the Algorithm for Corrective and Preventive Measures in the Process of Adaptive Physical Education of Pupils with Special Needs. Teorìâ Ta Metodika Fìzičnogo Vihovannâ, 20(1), 4-11. doi:10.1080/13603116.2021.1936137
[10] Laux, J., Wachter, S., & Mittelstadt, B. (2024). Trustworthy artificial intelligence and the European Union AI act: On the conflation of trustworthiness and acceptability of risk. Regulation & Governance, 18(1), 3-32. doi:10.2196/25745
[11] Bahjeb Ghodsi, Sanaz and Mazaheri, Milad and Dehmardeh, Mohsen, 2013, The Effect of Using Artificial Intelligence Strategy in Teaching and Its Impact on Students, https://civilica.com/doc/1773327
[12] Chi, Y., Qin, Y., Song, R., & Xu, H. (2018). Knowledge graph in smart education: A case study of entrepreneurship scientific publication management. Sustainability, 10(4), 995. doi:10.1080/20473869.2020.1839254.
[13] Azevedo, R., & Gašević, D. (2019). Analyzing multimodal multichannel data about self-regulated learning with advanced learning technologies: Issues and challenges. Computers in Human Behavior, 96, 207-210. doi:10.7752/jpes.2021.s4219
[14] Luckin, R., Cukurova, M., Kent, C., & du Boulay, B. (2022). Empowering educators to be AI-ready. Computers & Education: Artificial Intelligence, 3(15), 6-21. doi:10.22089/res.2017.4312.131
[15] Ba, Y., & Liu, Z. (2022). Design and Research of Physical Education Platform Based on Artificial Intelligence. Scientific Programming, 2022(1), 9327131. doi:10.1016/j.psychsport.2017.11.010
[16] Southworth, J., Migliaccio, K., Glover, J., Glover, J., Reed, D. (2023). Developing a model for AI Across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computers and Education: Artificial Intelligence, 4(17), 100-112. doi:10.1186/s12889-016-3246-9
[17] Rooh-ol-Amin, Seyed M & Rezaei-Manesh, A (1402) The Role of Artificial Intelligence in Sports, Sixth International Conference on Management, Humanities and Behavioral Sciences in Iran and the Islamic World, Tehran, https://civilica.com/doc/1696225.
[18] Park, J., Teo, T. W., Teo, A., Chang, J., Huang, J. S., & Koo, S. (2023). Integrating artificial intelligence into science lessons: Teachers’ experiences and views. International Journal of STEM Education, 10(1), 61. doi:10.1080/20473869.2020.1839254.
[19] Cancela-Carral, J. M., Blanco, B., & López-Rodríguez, A. (2022). Therapeutic aquatic Exercise in pregnancy: a systematic review and Meta-analysis. Journal of Clinical Medicine, 11(3), 501. doi:10. 20473869/rrahd.2018.60
[20] Stouwe, A., Tuitert, I., Giotis, I., Calon, J., Gannaman, R., Dalenberg, J. (2022). Next move in movement disorders (NEMO): developing a computer-aided classification tool for hyperkinetic movement disorders. BMJ open, 11(44), 1-7. doi:10.22098/jsp.2018.662
[21] Dinçer, S. (2018). Content analysis in scientific research: Meta-analysis, meta-synthesis, and descriptive content analysis. Bartın University Journal of Faculty of Education, 7(1), 176-190. doi:10.17309/tmfv.2020.1.01
[21] Carlsson, U.; Tayie, Samy; Jacquinot-Delaunay, Genevieve & Tornero, José Mannuel Pérez (Eds.) (2008) Empowerment through Education: An Intercultural Dialogue, Sweden: Goteborg University. doi:10.1111/rego.12500
[22] Kadhim, M. A. A., Mashi, A. A. A., Al-Diwan, L. H., & Ghazi, M. A. (2024). Understanding the Mechanism of Conducting Benchmark Test for the Infrastructure of Physical Education Curricula in the Age of Artificial
[23] Education, 13(1), 8-12. doi:10. /.1773327
Olatunde-Aiyedun, T. G. (2024). Artificial Intelligence (AI) in Education: Integration of AI Into Science Education Curriculum in Nigerian Universities.
[21] International Journal of Artificial Intelligence for Digital, 1(1). doi:10.3390/su10040995
[22] Ascione, A. (2024). Physical Education And Artificial Intelligence At School. Journal of Inclusive Methodology and Technology in Learning and Teaching, 4(1).29-44. doi:10.7752/jpes.2021.s4219
[23] Odeh, A. Y., Shabib, S. S., Ghazi, M. A., & Hassan, L. (2024). Developing physical education curricula in the age of artificial intelligence. Journal of Studies and Researches of Sport Education, 34(3). doi:10.22089/res.2017.4312.1310
[24] Shahameti Nejad, Z (2013). Using the principles of artificial intelligence systems in students' teaching-learning processes, https://civilica.com/doc/1933130.
[25] Doroudi, S. (2023). The intertwined histories of artificial intelligence and education. International Journal of Artificial Intelligence in Education, 33(4), 885-928. doi:10.1186/s12889-016-3246-9
[26] Iacono, T., Landry, O., Garcia-Melgar, A., Spong, J., Hyett, N., Bagley, K., & McKinstry, C. (2023). A systematized review of co-teaching efficacy in enhancing inclusive education for students with disability. International Journal of Inclusive Education, 27(13), 1454-1468. doi:10.1080/20473869.2020.1839254
[27] yua, A., juan, O. (2023). Physical Education And Artificial Intelligence At School. Journal of Inclusive Methodology and Technology in Learning and Teaching, 4(1). 32-55. doi:10. /rrahd.2018.60
[28] Kaelin, V. C., Valizadeh, M., Salgado, Z., Parde, N., & Khetani, M. A. (2021). Artificial Intelligence in Rehabilitation Targeting the Participation of Children and Youth With Disabilities: Scoping Review. Journal of Medical Internet Research, 23, e25745. doi:10.22098/jsp.2018.662
[29] Park, J., Teo, T. W., Teo, A., Chang, J., Huang, J. S., & Koo, S. (2023). Integrating artificial intelligence into science lessons: Teachers’ experiences and views. International Journal of STEM Education, 10(1), 61.
[30] Cooper, G. (2023). Examining science education in ChatGPT: An exploratory study of generative artificial intelligence. Journal of Science Education and Technology, 32(3), 444–452.
[31] Pham, S. T., & Sampson, P. M. (2022). The development of artificial intelligence in education: A review in context. Journal of Computer Assisted Learning, 38(5), 1408–1421.
[32] Chen, A. (2022). Reconceptualizing physical education: A curriculum framework for physical literacy. Taylor & Francis. doi:10.1111/rego.12500
[33] Hu, M., & Wang, J. (2021). Artificial intelligence in dance education: Dance for students with special educational needs. Technology in Society, 67, 101784. doi:10.3390/su10040995
[34] Huang, J., Saleh, S., & Liu, Y. (2021). A review on artificial intelligence in education. Academic Journal of Interdisciplinary Studies, 10(3). doi:10.1016/j.chb.2019.03.025
[35] Kharbat, F. F., Alshawabkeh, A., & Woolsey, M. L. (2021). Identifying gaps in using artificial intelligence to support students with intellectual disabilities…. Aslib Journal of Information Management, 73(1), 101–128. doi:10.1155/2022/9327131
[36] Yu, H., & Mi, Y. (2023). Application Model for Innovative Sports Practice Teaching in Colleges Using IoT and AI. Electronics, 12(4).
[37] Yu, H., & Mi, Y. (2023). Application Model for Innovative Sports Practice Teaching in Colleges Using IoT and AI. Electronics, 12(4). doi:10.1186/s40594-023-00470-3
[38] Ouyang, F., & Jiao, P. (2021). Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence, 2, 100020. doi:10.1007/s10956-023-10042-9
[39] Ahmad, S. F., Rahmat, M. K., Mubarik, M. S., Alam, M. M., & Hyder, S. I. (2021). Artificial intelligence and its role in education. Sustainability, 13(22), 12902. doi:10.1111/jcal.12689. doi:10.1108/AJIM-05-2020-0143
[40] Lee, H. S., & Lee, J. (2021). Applying artificial intelligence in physical education and future perspectives. Sustainability, 13(1), 351. doi:10.3390/su132212902
[41] Mendoza, M., & Heymann, J. (2024). Implementation of inclusive education: A systematic review… International Journal of Disability, Development and Education, 71(3), 299–316.
[42] Mendoza, M., & Heymann, J. (2024). Implementation of inclusive education: A systematic review… International Journal of Disability, Development and Education, 71(3), 299–316. doi:10.1080/1034912X.2022.2094385
[43] Liu, T., Wilczyńska, D., Lipowski, M., & Zhao, Z. (2021). Optimization of a sports activity development model using AI…. International Journal of Environmental Research and Public Health, 18(17), 9049. doi:10.3390/ijerph18179049
[44] Herrera Comoglio, R. (2020). Undergraduate and postgraduate pharmacovigilance education: A proposal…. British Journal of Clinical Pharmacology, 86(4), 779–790. doi:10.1111/bcp.14228
[45] Knox, J. (2020). Artificial intelligence and education in China. Learning, Media and Technology, 45(3), 298–311. doi:10.1080/17439884.2020.1754236
[46] Herrera Comoglio, R. (2020). Undergraduate and postgraduate pharmacovigilance education: A proposal…. British Journal of Clinical Pharmacology, 86(4), 779–790. doi:10.1111/bcp.14228
[47] Knox, J. (2020). Artificial intelligence and education in China. Learning, Media and Technology, 45(3), 298–311. doi:10.1080/17439884.2020.1754236