# Application of Computer-Aided Instruction (CAI) in the Physical Education: Survey Analysis of Chinese Universities

Authors: Zhonghong Teng; Shukai Cai
Journal: Journal of Healthcare Engineering
 (2021)

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## Abstract

With the advent of artificial intelligence, computer-aided instruction has developed into intelligent computer-aided instruction. Computer-aided instruction not only overcomes many weaknesses of traditional physical education teaching but also significantly increases the teaching effect and efficiency. This article first studies and analyzes the characteristics of computer-aided instruction systems. Then, we use statistical methods and logical analysis to randomly select two classes of undergraduate students as the experimental and control group, respectively. In the control group, the traditional teaching model was adopted, while the experimental group adopted the computer-aided teaching mode. The experimental group showed significant improvement in physical education as compared to the control group. The results of this study validated that the use of computer-assisted instruction is beneficial in the implementation of physical education programs, mostly in teaching concepts and principles of academic nature.


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## Body

## 1. Introduction

The rapid expansion of computer and information technology has brought about a fundamental revolution in the teaching methods, overcoming the limitations of conventional teaching in time and space and improving the communication among the teachers and students and between students [1]. Physical education (PE) is a highly practical and typical two-sided educational activity [2]. Through visualized teaching methods, students’ understanding can be deepened.The purpose of PE in colleges and universities is to improve students’ physique and cultivate their awareness about the importance of physical exercise. In the traditional PE teaching methods, the use of advanced technology and computer application is lower, which leads to the loss of students’ interest in PE. In the current digital information age, the rational use of computer and information technology and the establishment of a computer applications system for college PE majors will help to ensure and improve the overall effect of students’ PE [2, 3]. In addition, effective and efficient use of computer applications and information technology is essential for resolving the problem of every PE teacher and student [4].Several researchers investigated the impact of computer-aided instruction (CAI) on the academic achievement and learning attitude of students towards a subject. Their findings revealed that CAI has a significant effect on the learning attitude of students. In addition, some studies claim that CAI is effective in improving students’ achievement as compared to traditional lecturing [5–6]. Onah et al. [7] used the Mathematics Achievement Test (MAT) and Physics Achievement Test (PAT) and found that CAI significantly improved mathematics and physics students’ achievement. Kaye and Ehren [8] reported that key factors that should be considered when designing CAI interventions include the operating environment, stakeholder engagement, infrastructure, technological trust, CAI tool design, content curation/creation, student engagement, classroom integration, teacher capacity, and student capacity. However, some studies have found that there is no difference between CAI and traditional teaching methods that can improve the students' performance [10, 12]. Sheng [11] analyzed the requirement of the CAI applications in PE and then investigated the recognition and application results of CAI. Zhao and Yang [13] studied the development and implementation of the CAI system for improving PE. The system is comprised of four different modules for teaching resources, online Q&A, coursework, and exam according to the system requirement analysis. The system was effective in promoting the PE teaching methods. Zhao et al. [14] developed a platform for the implementation of computer-aided physical education. The system has the potential to enhance the teaching contents, improve students' awareness about PE, excite their interest in learning, and successfully improve the teaching effect. Hu [15] developed an intelligent CAI system for PE and studied its features and functions. Using mathematical statistics along with logical analysis, two classes of undergraduate students were selected as the investigation experiment object, and with the content of the current badminton syllabus as the teaching experiment content, experiment was conducted on the effectiveness of intelligent computer-assisted teaching methods in badminton teaching. Burkhardt et al. [16] distinguished between PE content and PE methods. Through an intelligent diagnosis mechanism, they analyzed the causes for the students' wrong actions and proposed changes and suggestions for its improvement. Cabestrero et al. [17] established the PE teaching methods, which can be upgraded without altering the students’ cognitive models, teaching content, and test results, and the teaching supervisors are provided with reference opinions on the evaluation of the teaching performance of the instructors.The current literature focuses on the scope of computer applications and information technology in the teaching of PE. This study fills the gap of empirical research on the actual effect of CAI in physical education teaching. Since the teachers of physical education in colleges and universities are the main source of teaching computer and information technology, their attitude to computer technology largely determines the scope and degree of application of computer technology in physical education. Therefore, based on the teaching experiment comparison method, this paper empirically analyzes the actual effect of computer-aided physical education teaching. Based on the investigation of 100 physical education (PE) teachers in five different universities and colleges, this study focuses on the problems existing in the application of computers in college PE teaching, which makes up for the defects found in the existing teaching methods.The manuscript is arranged as follows: in Section2, the applications of CAI in different programs of education are discussed. In Section 3, details about the control and experimental groups and the results of the survey are presented. In Section 4, different problems in the application of CAI are explained. Finally, the conclusion is given in Section 5.


## 2. Application of CAI in College Physical Education

The use of CAI and computer can improve the performance of PE teachers, through the collaborative activities between students and teachers to accomplish the purpose of PE. With the help of computer-aided teaching methods, PE teachers can use audiovisual materials to put typical professional competitions and action videos together on the computer to show students 360 degrees in an all-around way, so that the students can better understand the relevant laws of sports [18]. The PE teachers can use computer technology as the carrier, with the help of multimedia, as well as to show students meaningful and interesting sports scenes, which is conducive to improving students' interest in learning. PE teachers can use computers and networks to obtain the corresponding professional knowledge and teaching materials and prepare lesson plans. Also, these advanced technology related to computers will help them to transfer and share various teaching contents, information materials, and sports news and communicate easily with students in the learning process. In the teaching courses, some teaching contents that are difficult to express clearly through language can be shown to students through sound, light, color, and shape on the computer, such as experimental demonstration and situation creation [19]. Furthermore, technical analysis of student actions is an important part of physical education in colleges and universities, which is of great help for students to effectively overcome the difficulties of technical movements. To describe and analyze the physical actions, physical education teachers can highlight slow motion through the computer and fully show the students the analysis of the main points of the physical actions. Likewise, the students can make targeted improvements and practice, which will help them to adopt the essentials of technical movements better and faster.A network platform outside the teaching process to guide students’ after class learning can extend PE class to their spare time and provide targeted teaching guidance for different students’ based on the different requirements, as well as overcome the limitations of time and space which is very important for students’ learning and lifelong sports awareness. In other words, in the process of physical education teaching, CAI can increase the capacity and consistency of teaching content and knowledge, which is stimulating students’ interest and enthusiasm in PE, as well as improve the effectiveness of physical education teaching [20].The effective management of PE mainly includes the use of sports equipment, venue management, information storage, sports teaching, and file management. A complete and inclusive online material library is essential to be established, which will publish materials of students in their network so that students can understand the rules for the use of sports equipment and venues, particularly for the management of sports equipment. The use of a sports equipment management information system (SEMIS) can significantly improve the comprehensive management level of college PE [21].The application of computer technology in sports training has been very common. In foreign sports training, coaches use a computer to make training plans and carry out simulation analysis to find out which places may be wrong, which places should be strengthened, and which training intensity may not be enough for athletes to save these data for future training reference. Due to the influence of various subjective and objective factors, the arrangement of technical actions is often lacking new ideas and forms, which is important to improve for enchasing students’ technical and physical skills. Usually, the PE teachers’ willingness is high to the theoretical teaching method, while they have a lack of willingness to the practical methods, which is difficult to effectively improve the training effect of students and stimulate students’ interest in learning sports. From this point of view, we can introduce computer technology into the arrangement of sports technical activity, and it will boost the students’ willingness to actively participate in the physical training classes. Based on the physical training teaching, there are many steps such as flying and flipping technical movements. In addition, if we only rely on the teacher’s demonstration of movements, it is difficult for students to grasp the essential factors of these technical movements in training [22]. If the teachers use computers, they can change what they teach into classes at a fast and slow pace, which is more conducive to students’ mastering of the essentials skills of movements. For example, in the process of badminton teaching, students can use video training or game action to complete the recording of their training, which is significantly helpful to conduct a comprehensive analysis of the computer terminal. Furthermore, through the editing and integrating functions of various computer applications, the basic technical skills will be decomposed, synthesized, and modified as well as strengthen the training of students. In training secession, computer technology is useful to simulate the general tactical coordination where teachers can better teach them analytical skills. For instance, in badminton teaching, we can use graphic technology to realize the tactical form of the demonstration process and encourage students to have a better understanding of the layout and intention of sports strategy, which can effectively make up for the lack of intuitionistic and unclear explanation by teachers.


## 3. The Application Effect of CAI-Based Experiment

### 3.1. Sample

The use of technology in learning badminton is a difficult and complex process due to the lack of learning badminton skills based on the utilization of advanced technology. In the case of students who come to learn badminton, it is difficult to learn with more technical skills and tactics. Therefore, this paper takes badminton teaching as an example to analyze the effect of computer-aided teaching. Based on an empirical study to test the effect of CAI, we selected two classes of students, groups A and B. In class A, the traditional teaching model was used to teach the students, whereas class B adopted multimedia-assisted teaching. A sample of 80 students from class A and class B of the badminton elective course of grade 2020 from Anhui Polytechnic University was named as the experimental group and the control group, respectively. Before the trial, students of the two classes were interviewed and tested to understand their cognition of badminton events and their proficiency in badminton skills. Next to the experiment, the students of the trial group were investigated by a questionnaire, and the data were statistically analyzed. The experimental group and the control group were taught by the same teacher in the teaching process for one semester. The control group adopted the traditional teaching mode, while the experimental group adopted the computer-aided teaching mode.


### 3.2. Measurement

After the interview, the findings suggested that the theoretical level, skill status, and physical quality of the two classes before the experiment were at the same level. In addition, with the help of the statistical test, the students’ technical evaluation scores of forehand serve, backhand serves, long-range serve, flat ball, drop ball, kill the ball, hook the ball, rub ball, put a small ball, and pick ball were analyzed by STATA16.0 software for further independent-samplet-test on the data.The results showed that there was no significant difference (P>0.05) between the control group and the experimental group. Therefore, the trial-based test did not find the difference in the technical performance between the two groups before the experiment, indicating that the samples met the requirements of the experiment. The student's mean, standard deviation (Std), and t-test results are shown in Table 1.Table 1
Results of the independent-samplet-test before the experiment.
Experimental groupControl grouptSig 2-tailedMeanStdMeanStdForehand serve38.783.2439.233.410.78>0.05Backhand serve41.673.1640.243.120.75>0.05Long-range serve42.873.6241.522.980.21>0.05Flat ball38.352.8738.652.930.37>0.05Drop ball36.614.2737.433.420.52>0.05Kill ball32.744.7531.354.250.41>0.05Hook ball38.423.2639.413.950.31>0.05Rub ball40.154.3742.145.210.53>0.05Put small ball38.465.2737.614.170.47>0.05Pick ball39.234.9239.044.160.31>0.05In the next experiment, in the control group, the traditional teaching model was adopted for a specific teaching method where the teacher explained and demonstrated for 16 weeks (32 class hours) of study. Furthermore, the students were asked to organize practice and correct errors. The experimental group adopted a computer-aided teaching mode where one student used a digital camera to complete the shooting of the students’ movements in the process of badminton learning. Furthermore, we used the computer terminal and conducted a comprehensive analysis such as slowly decomposed different movements, decelerated the movements, inverted the movements, recorded the missing movements, and provided them to the students for explanation and arrangement of targeted intensive training. After 16 weeks (32 class hours) of study, the two groups of students’ technical evaluation results were statistically analyzed and the statistical data were input into the computer, using STATA16.0 for the statisticalt-test. The results of the two groups’ experiments are presented in Table 2. The outcomes suggest that there is a statistically significant difference in the evaluation scores of 10 basic technologies between the two groups after the experiment, that is, P<0.05. In addition, after 32 class hours of study, the skill scores of the two groups using the computer-aided teaching mode are better than those of the traditional teaching model.Table 2
Results of the independent-samplet-test after the experiment.
Experimental groupControl grouptSig 2-tailedMeanStd deviationMeanStd deviationForehand serve85.236.2374.734.828.67<0.05Backhand serve86.857.1673.235.3112.28<0.05Long-range serve83.285.9172.915.199.75<0.05Flat ball84.636.8178.545.9310.32<0.05Drop ball86.717.0178.274.787.69<0.05Kill ball89.746.9280.535.736.17<0.05Hook ball82.145.2370.764.688.52<0.05Rub ball81.415.4368.563.1915.13<0.05Put small ball79.414.7573.274.658.93<0.05Pick ball80.635.0773.465.129.16<0.05


## 3.1. Sample

The use of technology in learning badminton is a difficult and complex process due to the lack of learning badminton skills based on the utilization of advanced technology. In the case of students who come to learn badminton, it is difficult to learn with more technical skills and tactics. Therefore, this paper takes badminton teaching as an example to analyze the effect of computer-aided teaching. Based on an empirical study to test the effect of CAI, we selected two classes of students, groups A and B. In class A, the traditional teaching model was used to teach the students, whereas class B adopted multimedia-assisted teaching. A sample of 80 students from class A and class B of the badminton elective course of grade 2020 from Anhui Polytechnic University was named as the experimental group and the control group, respectively. Before the trial, students of the two classes were interviewed and tested to understand their cognition of badminton events and their proficiency in badminton skills. Next to the experiment, the students of the trial group were investigated by a questionnaire, and the data were statistically analyzed. The experimental group and the control group were taught by the same teacher in the teaching process for one semester. The control group adopted the traditional teaching mode, while the experimental group adopted the computer-aided teaching mode.


## 3.2. Measurement

After the interview, the findings suggested that the theoretical level, skill status, and physical quality of the two classes before the experiment were at the same level. In addition, with the help of the statistical test, the students’ technical evaluation scores of forehand serve, backhand serves, long-range serve, flat ball, drop ball, kill the ball, hook the ball, rub ball, put a small ball, and pick ball were analyzed by STATA16.0 software for further independent-samplet-test on the data.The results showed that there was no significant difference (P>0.05) between the control group and the experimental group. Therefore, the trial-based test did not find the difference in the technical performance between the two groups before the experiment, indicating that the samples met the requirements of the experiment. The student's mean, standard deviation (Std), and t-test results are shown in Table 1.Table 1
Results of the independent-samplet-test before the experiment.
Experimental groupControl grouptSig 2-tailedMeanStdMeanStdForehand serve38.783.2439.233.410.78>0.05Backhand serve41.673.1640.243.120.75>0.05Long-range serve42.873.6241.522.980.21>0.05Flat ball38.352.8738.652.930.37>0.05Drop ball36.614.2737.433.420.52>0.05Kill ball32.744.7531.354.250.41>0.05Hook ball38.423.2639.413.950.31>0.05Rub ball40.154.3742.145.210.53>0.05Put small ball38.465.2737.614.170.47>0.05Pick ball39.234.9239.044.160.31>0.05In the next experiment, in the control group, the traditional teaching model was adopted for a specific teaching method where the teacher explained and demonstrated for 16 weeks (32 class hours) of study. Furthermore, the students were asked to organize practice and correct errors. The experimental group adopted a computer-aided teaching mode where one student used a digital camera to complete the shooting of the students’ movements in the process of badminton learning. Furthermore, we used the computer terminal and conducted a comprehensive analysis such as slowly decomposed different movements, decelerated the movements, inverted the movements, recorded the missing movements, and provided them to the students for explanation and arrangement of targeted intensive training. After 16 weeks (32 class hours) of study, the two groups of students’ technical evaluation results were statistically analyzed and the statistical data were input into the computer, using STATA16.0 for the statisticalt-test. The results of the two groups’ experiments are presented in Table 2. The outcomes suggest that there is a statistically significant difference in the evaluation scores of 10 basic technologies between the two groups after the experiment, that is, P<0.05. In addition, after 32 class hours of study, the skill scores of the two groups using the computer-aided teaching mode are better than those of the traditional teaching model.Table 2
Results of the independent-samplet-test after the experiment.
Experimental groupControl grouptSig 2-tailedMeanStd deviationMeanStd deviationForehand serve85.236.2374.734.828.67<0.05Backhand serve86.857.1673.235.3112.28<0.05Long-range serve83.285.9172.915.199.75<0.05Flat ball84.636.8178.545.9310.32<0.05Drop ball86.717.0178.274.787.69<0.05Kill ball89.746.9280.535.736.17<0.05Hook ball82.145.2370.764.688.52<0.05Rub ball81.415.4368.563.1915.13<0.05Put small ball79.414.7573.274.658.93<0.05Pick ball80.635.0773.465.129.16<0.05


## 4. Major Issues in Adopting CAI

The abovementioned empirical analysis demonstrates that CAI is helpful for students to adopt the essential technical movements better and faster. Based on the analysis of the survey, this paper focuses on the analysis of the main research gap existing in the CAI of physical education in Chinese Universities. We discuss these deficiencies in the following section.First, teachers are typically unwilling and unable to adopt computer teaching due to the indolence of traditional teaching methods and the lack of support from schools. The survey reported that 56% of college teachers are unwilling to use CAI-based teaching and only 44% of the respondents support the application of computer-aided teaching. Moreover, the survey revealed that more than 55.36% of the respondents reported that they are not willing to use the CAI method. Therefore, their technical performance is not better than that of those who use the CAI method. It takes a longer time to make teaching courseware; therefore, teachers generally stress about whether their efforts can be fairly rewarded and how their value can be reflected. Likewise, about 44.64% of teachers were anxious that the CAI method needs to take a much longer time due to a lack of understanding of adopting a new approach. Physical education teachers are facing the pressure of professional title evaluation, public sports activities, further education, and family matters. Therefore, they are not willing to invest much energy in computer-aided teaching. On the other hand, the survey revealed that about 41.07% of physical education teachers suggest that physical education teaching can be performed on the playground, and the reason is that they have rich teaching experience and remarkable teaching effect in the playground. In addition, the survey illustrated that 32.14% of physical education teachers think that they have adopted the traditional method from the last few years. However, the study found that they are not proficient in adopting new tools such as computers and other related applications. The outcomes are reported in Table3.Table 3
Main concerns about not supporting CAI.
Unreasonable returnInput too much timeWorry about teaching effectNot willing to learnNumbers (proportion)31 (55.36%)25 (44.64%)23 (41.07%)18 (32.14%)Secondly, Chinese colleges and universities are facing remarkable obstacles that support computer applications in nonphysical education activities. On the other side, the lack of hardware support and hardware facilities for physical education commonly exists, which cannot fulfill the requirements of physical education teachers and students for computer usage. The results of this particular issue are reported in Table4. Furthermore, in the survey, 86% of college PE teachers think that computer-based physical education is not adequate, while only 14% of teachers claimed that they were able to meet the teaching requirements. The lack of support for computer applications leads to a low level of computer learning in the physical education of colleges and universities. Meanwhile, 42% of teachers complain that the distance between physical education and computer-aided equipment is large, which requires adequate time to accommodate the stipulated timeframe. Consequently, the CAI approach makes the application of computer technology in physical education extremely riling. In the meantime, using computer-aided physical education may require some expensive supporting equipment, such as digital cameras and data analysis software. About 87% of the respondents reported that the main equipment is also usually not in place; thus, this kind of situation is difficult to make a significant disparity in the short term. Likewise, a total of 90% of physical education teachers were not familiar with whether the school issued the relevant documents of computer technology in physical education, which indicates that the physical education administrators rarely give relevant requirements and guidance on the application of computer in the process of physical education.Table 4
Evaluation of school-related support.
Lack of relevant supporting policiesLack of computer hardwareLack of auxiliary equipmentInconvenient to useNumbers (proportion)90 (90%)86 (86%)87 (87%)42 (42%)Thirdly, we found that the development of computer technology is advancing and modernizing with a rapid speed, while adopting the new computer technology by physical education teachers is not at a satisfactory level. Moreover, some over-age physical education teachers have poor computer operation levels, lack of learning willingness, and poor operational capabilities. They are unable to use computer-teaching equipment efficiently and skillfully, which affects the application of computer technology in physical education. Thus, our study suggests that, to adopt and learn the latest technology, it is a long-time process for physical education to overcome the gap by learning new skills and knowledge.


## 5. Strategies for Improving the Use of CAI in PE

Our findings suggest that the application of computer-aided technology will alter the traditional teaching mode, teaching content, and teaching method, as well as make fundamental changes in educational thought, educational theory, and the educational system. Therefore, PE should take the initiative to comprehend the opportunity, adapt to the needs of society, change the traditional teaching concept, and introduce modern teaching methods in PE and, additionally, enrich the teaching content and stimulate students’ interest in sports knowledge and sports skills. This study recommends the following recommendations as follows:The first is to use the latest computer and relevant hardware for PE. The hardware facilities are the prerequisite for the application of computer technology in physical education. In this case, if the performance of computer hardware equipment is insufficient and the processing speed is low, it will directly lead to the lower computer processing and storage capacity, which ultimately hinders the application of computer technology in college physical education. There is a general situation in colleges and universities, which requires the latest computer hardware in physical and nonphysical educational activities. Therefore, the school management and physical education teaching department should acquire the latest and powerful computer hardware equipment for processing physical education activities.Second, combined with the computer network, the availability of relevant video storage resources to store all kinds of sports teaching videos on the network as well as integrate the existing resources will improve the level of computer application in PE. In addition, it is essential to improve sports teaching network resources. To improve the level of computer-aided teaching, we can integrate the resources, especially the microvideo teaching resources, and establish the related material video library of different physical education courses in combination with the existing network-teaching platform of colleges and universities.Third, it is important to focus on the improvement of teachers’ ability to teach through the computer. By improving teachers’ knowledge of computers and auxiliary equipment, we can eliminate the problem of insufficient usability of P. E. Training should be arranged for P. E teachers to learn the application of CAI, CAT, and CMI. Therefore, it is necessary to improve the operation and application ability of computer and auxiliary equipment of college physical education teachers, particularly young teachers. We can also improve the application ability of computers and auxiliary equipment of teachers through various kinds of counseling lectures on campus.Fourth, physical education teachers should strengthen the understanding and mind setup of students. PE teaching not only needs to complete the theoretical study in the conventional classroom but also needs to conduct more practical study in practice. Moreover, in the study of outdoor exercises for teachers and students, physical simulation teaching activities are more important. Therefore, teachers need to understand each student’s current physical and mental quality as well as adjust the teaching content and progress according to the student's proficiency of technical movements. Thus, to complete the sports practice teaching for each student, a new PE teaching process system based on virtual reality technology, RFID technology, and other technologies should be constructed. This is essential for the purpose to fulfill the actual needs of PE teaching, specifically to more effectively complete PE teaching activities and improve the effect of PE teaching activities.


## 6. Conclusions

Due to the practicalness of PE teaching, the CAI in PE can deepen students’ knowledge through visual teaching aids. The purpose of this study was to investigate the importance of the CAI system in PE. This study surveyed the application of CAI in physical education. To test the effect of CAI, two classes of students, groups A and B, were selected. A sample of 80 students from class A and class B of the badminton elective course was named as the experimental group and the control group respectively. In the control group, the traditional teaching model was adopted, while the experimental group adopted the computer-aided teaching mode. The experimental group showed significant improvement in PE as compared to the control group. The results of this study validated that the use of computer-assisted instruction is beneficial in the implementation of physical education programs, mostly in teaching concepts and principles of academic nature. There were some limitations in this study that should be mentioned. First, the effectiveness of computer-assisted instruction depended on the quality of the multimedia program, while the effectiveness of traditional teaching depended on the effectiveness of the physical education teacher. Second, the sample of participants should be larger. In this research, only 80 students are trained. In further study, if more students in different grades can be trained, the results would be more valid.



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