Artificial Intelligence Enabled Adaptive Pedagogy in Physical Education for Multidomain Learning
DOI:
https://doi.org/10.29407/enfdnc45Keywords:
artificial intelligence, adaptive pedagogy, physical education, perceived multidomain learning, learning personalizationAbstract
This study examined the relationship between artificial intelligence enabled adaptive pedagogy and perceived multidomain learning in physical education. A quantitative cross-sectional correlational design involved 196 undergraduate Physical Education students. Data were collected using a 43-item questionnaire measuring five adaptive pedagogy dimensions and cognitive, affective, and psychomotor learning domains. Descriptive statistics, Pearson correlation, and linear regression were applied. Artificial intelligence enabled adaptive pedagogy showed a strong positive relationship with perceived multidomain learning, r = .666, p < .001, and explained 44.3% of its variance. Learning personalization emerged as the strongest unique statistical correlate, β = .296, p = .003. These findings indicate that personalization, adaptive feedback, task adjustment, learning analytics, and learner autonomy can support perceived multidomain learning across cognitive, affective, and psychomotor domains. The study highlights the pedagogical significance of AI for responsive and data-informed physical education
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Copyright (c) 2026 Mohamad Da'i, Rohmad Apriyanto, Benny Widya Priadana, Olivia Dwi Cahyani (Author)
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