## 5 Conclusions
### Practical Impact and Future Directions
#### 5.3.3 Emerging Frontiers  
This research reveals three emerging frontiers in the field of educational technology:  
* A multimodal transformer model-based heterogeneous data-processing framework (Multimodal-BERT) has been innovatively applied to study the correlations between physiological signals and behavioral performance. This technology uses cross-modal feature alignment algorithms to achieve spatiotemporal synchronization of electrocardiogram (ECG), electromyogram (EMG), and motion trajectory data, significantly improving the accuracy of human-computer interaction behavior prediction (RMSE = 0.12).
* An interdisciplinary research team used a virtual reality closed-loop training system to explore the mechanisms of neural plasticity. Through high-density fNIRS/EEG neuroimaging technology, they quantified the temporal relationship between virtual training and synaptic remodeling in the prefrontal cortex (\(\beta\) = 0.73, \(p\) < 0.001), providing neuroscientific evidence for cognitive enhancement technologies.
* To address the ethical dilemmas of smart sports systems, this study established a quantifiable ethical framework containing decision weight thresholds (AI decision rights \(\leq\) 30%), a responsibility attribution tree diagram, and a dynamic evaluation mechanism. The system's efficacy in protecting human agency was verified through Monte Carlo simulation, with \(\Delta\)\(\geq\) 87% under different decision weight scenarios.  
These converging innovations are driving the research paradigm of educational technology from a single efficacy validation approach toward an exploration of neural mechanisms and collaborative ethical governance. Although technological advancements have increased teaching efficiency, their ultimate value lies in promoting holistic human development. Achieving a balance between efficiency (instrumental rationality) and fairness, ethics, and capability (value rationality) requires interdisciplinary cooperation, forward-thinking policies, and societal collective efforts. Only through such collaboration can intelligent technologies illuminate, rather than obscure, the humanistic essence of education in the digital era.  
Conceptualization, X.L.; methodology, X.L. and Y.T.; software, Y.X.; validation, X.L., Y.T., Y.Z. and Y.X.; formal analysis, Y.Z. and Y.X.; investigation, X.L., Y.T., Y.Z. and Y.X.; resources, Y.T., Y.Z. and Y.X.; data curation, X.L. and Y.X.; writing--original draft preparation, X.L.; writing--review and editing, Y.X.; visualization, X.L.; supervision, Y.T. and Y.X.; project administration, Y.X.; funding acquisition, X.L. All authors have read and agreed to the published version of the manuscript.  
This work was supported in part by the Youth Fund Project for Humanities and Social Sciences Research of the Ministry of Education, Project Number: 23 YJC890025.  
Not applicable.  
The raw data supporting the conclusions of this article will be made available by the authors on request.  
We acknowledge the Sports Big Data Research Center at Beijing University of Posts and Telecommunications (BUPT) for providing technical equipment support, which facilitated the data analysis in this study.  
The authors declare no conflict of interest.