Exploring Chinese Secondary Physical Education Teachers' Readiness for AI Integration: An AI-TPACK Perspective

Abstract

The application of Artificial Intelligence in the education field attracted a lot of attention in global research field. However, the physical education teacher, especially middle school PE teachers, are remain unprepared in the field of integrating AI technology in education practices. This article takes physical education teachers in Chinese middle schools as samples, analyzing their readiness and influencing factors based on the AI-TPACK framework. Research results showed that PE teachers perform generally satisfying in CK, PK and PCK dimensions, but relatively weaker in dimensions with technology knowledge, such as TK, TCK, TPK and AI-TPACK. Further analysis indicated that the age and teaching experience cannot be considered as significant influencing factors, while whether receiving training and using AI tools can be considered as significant influencing factors on multiple technology-related dimensions. Trained teachers or teachers who use AI tools tend to score higher. Based on this, this paper puts forward the following suggestions: strengthen the situational AI-TPACK training of physical education teachers, encourage teachers to gradually integrate AI tools in the classroom, optimize the resource allocation and environmental support at the school level, strengthen teachers' cognition of the usefulness of AI tools, and enhance their willingness to adopt.