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Against the backdrop of artificial intelligence (AI) reshaping the educational landscape, the digital transformation of physical education has placed greater demands on preservice physical education teachers’ (PSPETs’) capacity to integrate technology. However, research remains limited on the effects of pres-ervice physical education teachers’ artificial intelligence technological pedagogical content knowledge (PSPETs AI-TPACK) on their study engagement (SE) and behavioral intentions (BI) in digital teaching, as well as on the role played by technology acceptance (TA) in these relationships.This study involved 1,144 undergraduate and postgraduate students enrolled in physical education, physical education teaching, or physical education and training programmes at five higher education institutions in Guangzhou, Guangdong Province. Using adapted scales, data were collected on PSPETs AI-TPACK, TA, SE, and BI. Structural equation modelling (SEM) was then employed to examine the relationships among these variables and the mediating effects. The findings showed that PSPETs AI-TPACK significantly and positively predicted both SE and BI in digital teaching. TA played a significant partial mediating role in the relationships between PSPETs AI-TPACK and SE, and between PSPETs AI-TPACK and BI. These results indicate that PSPETs AI-TPACK can promote PSPETs’ SE and BI both directly and indirectly by enhancing their TA. This study extends the theoretical...

TPACK: Technological, Pedagogical and Content Model Necessary to Improve the Educational Process on Mathematics through a Web Application? — International Electronic Journal of Mathematics Education

Background: Formative assessment plays a central role in medical education by offering low-risk practice and timely feedback, particularly in visually and practically demanding courses, such as morphology. Gamified digital tools can foster active learning; however, their educational value relies on pedagogical integration rather than technology alone. The Technological Pedagogical Content Knowledge (TPACK) model provides a framework for understanding this relationship. Objective: This study explored students’ and a teacher’s perceptions of Kahoot! as a gamified formative assessment tool in a first-year medical morphology course, identifying facilitators, tensions, and perceived educational value through the TPACK framework. Methods: This qualitative, exploratory study adopted an interpretive phenomenological orientation. It was conducted within the framework of the RAÍCES 2 (Red de ayudantes de investigación comprometidos con la educación en salud; Network of Student Researchers Committed to Health Professions Education) educational research project at Universidad San Sebastián (Valdivia, Chile). Kahoot! was implemented at the end of class sessions to simulate the visual and time demands of authentic practical examinations. Data collection included 2 online focus groups with first-year medical students (n=14) and 1 semistructured interview with the course teacher (n=1). Transcripts were analyzed using deductive coding informed by the TPACK framework and the project’s analytical axes, combined with reflexive thematic analysis following Braun and Clarke. ATLAS.ti was used to support the analysis. Results: Six interrelated themes emerged: (1) techno-disciplinary alignment, reflecting the value of authentic, high-resolution anatomical images and time constraints mirroring practical examinations; (2) Kahoot! as a formative closure, serving as an exit check that guided self-assessment and the identification of learning gaps; (3) from score to learning, highlighting the importance of immediate postquestion instructor feedback explaining both correct and incorrect answers; (4) motivation and socioemotional climate, whereby gamification enhanced engagement but triggered evaluative anxiety and leaderboard frustration, which were buffered by participant anonymity; (5) implementation conditions, mediated by connectivity, device availability, and time allocation; and (6) projection and improvement, highlighting the need for institutional question repositories and systematic curriculum integration. Conclusions: Kahoot! effectively functions as a formative assessment strategy when intentionally aligned with disciplinary and practical evaluative demands. Its educational value is not inherent to the software but is determined by explicit pedagogical mediation and careful attention to students’ socioemotional dynamics.

Computers and Education: Artificial Intelligence, Volume 11

Technological Pedagogical Content Knowledge of Mathematics Teachers and the Effect of Demographic Variables — Contemporary Educational Technology

Computers and Education: Artificial Intelligence, Volume 11

Computers and Education Open, Volume 11

IntroductionThis study examines faculty self-perceived knowledge for generative AI (GenAI) integration in higher education using the TPACK-21 framework.Metho...

The headlines are buzzing with a growing skepticism toward 1:1 device programs. From state-level legislative sessions to local school board meetings, the narrative is shifting toward "unplugging." Cri...

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