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IGI in Education Insight
Published by INSPIRETECH GLOBAL INSIGHT
ISSN : 31246753     EISSN : 31246753     DOI : https://doi.org/10.53905/edu
Core Subject : Education,
Education
IGI in Education Insight (IGI Educ. Ins.) | IGI Education IGI in Education Insight (IGI Educ. Ins.) is a peer-reviewed academic journal published by Inspiretech Global Insight. The journal is dedicated to advancing scholarly discourse and disseminating high-quality research in the field of education at local, national, and international levels. IGI in Education Insight serves as an open platform for researchers, educators, practitioners, and policymakers to share original research articles, conceptual papers, and review studies that contribute to the development of educational theory, practice, and policy. The journal emphasizes innovation, critical inquiry, and evidence-based approaches to address contemporary challenges in education. The journal welcomes manuscripts that explore a wide range of educational topics, including but not limited to teaching and learning innovation, curriculum and instruction, educational technology and digital learning, assessment and evaluation, teacher education and professional development, educational psychology, inclusive and special education, physical education and sport pedagogy, educational policy and management, as well as character education and 21st-century skills. IGI in Education Insight particularly encourages interdisciplinary studies that intersect education with related fields such as health, psychology, sociology, and technology, fostering integrative perspectives and holistic solutions to educational issues. By maintaining rigorous peer-review standards and ethical publication practices, IGI in Education Insight aims to become a reputable source of knowledge that supports academic excellence and meaningful impact in the global education community.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 23 Documents
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The Use of Artificial Intelligence in Higher Education: A Systematic Literature Review of Learning Effectiveness and Ethical Issues Erin Watters; Melanie Maxham; Paula Baron
IGI in Education Insight Vol. 1 No. 02 (2026): April Issue |IGI in Education Insight (IGI Educ. Ins.)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i02.10

Abstract

Purpose of the study: This study systematically reviews the use of artificial intelligence (AI) in higher education, focusing on learning effectiveness and ethical issues associated with AI integration. The review aims to examine how AI technologies influence student learning outcomes, identify ethical challenges emerging from AI adoption, and determine the factors moderating the effectiveness of AI in educational settings. Materials and methods: A systematic literature review following PRISMA guidelines was conducted using peer-reviewed studies indexed in Scopus and Web of Science between 2018 and 2024. The search process identified 5,419 records, of which 47 studies met the inclusion criteria for final analysis. Data were analysed using narrative synthesis and thematic analysis supported by NVivo software. Results: The findings reveal that AI contributes positively to personalised learning, academic performance, student engagement, and feedback efficiency when supported by appropriate pedagogical design and institutional readiness. AI applications such as intelligent tutoring systems, learning analytics, chatbots, and generative AI tools demonstrated significant potential to enhance teaching and learning processes. However, the review also identified substantial ethical concerns, including algorithmic bias, academic integrity violations, data privacy risks, lack of transparency, and unequal access to AI technologies. Three major moderating factors influencing AI effectiveness were institutional digital readiness, faculty AI literacy, and the maturity of ethical governance frameworks. Conclusions: AI offers transformative opportunities for higher education, but its implementation must be accompanied by strong ethical governance, transparent institutional policies, and adequate educator preparation. Universities should prioritise responsible AI integration to maximise educational benefits while minimising ethical risks. Future research should investigate long-term educational impacts and expand evidence from underrepresented regions and educational contexts.
Implementasi Media Visual Terpersonalisasi (Personal Photograph) untuk Meningkatkan Penguasaan Kosakata Bahasa Inggris pada Siswa Autis Elisa Haddina; Rudiyanto Rudiyanto; Syahrul Efendi Lubis; Nadhira Yasmine Ahmad; Ricki Asi Erwindo Siahaan
IGI in Education Insight Vol. 1 No. 02 (2026): April Issue |IGI in Education Insight (IGI Educ. Ins.)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i02.12

Abstract

Purpose of the study: Students with Autism Spectrum Disorder (ASD) face significant challenges in learning English vocabulary due to limitations in communication abilities, social interaction, and abstract information processing. This Community Service activity aims to improve English vocabulary mastery of students with special needs through the implementation of Personal Photograph learning media at SLBN Autis North Sumatra. Methodology: The program was implemented in three main stages: preparation (needs observation, teacher interviews, material preparation, and collection of students' personal photographs), implementation (socialization, training, learning activities, and mentoring), and evaluation (pre-test, post-test, observation, and questionnaire). The activity involved 20 students as active participants. Results: Results showed an increase in students' average vocabulary scores from 52.4 in the pre-test to 78.6 in the post-test, representing a 50.0% improvement. Student participation rate during the activity reached 90%, while teacher satisfaction with the program reached 92%. These findings indicate that the use of Personal Photograph media can significantly improve learning motivation, attention, and vocabulary retention in students with ASD. Conclusions: This media is considered practical, contextual, and potentially applicable on a sustainable basis in special education school settings. This program provides a tangible contribution to the development of inclusive and adaptive learning strategies for special education teachers.
Integrating Footwork-Based Training into the Junior High School Physical Education Curriculum: An Experimental Study on Forehand Drive Accuracy in Table Tennis Adelia Tri Septiana Sirait; Indah Indriyani Hutabarat; Keleo Setrika Sinaga; Lola Andriani Siregar; Samsudin Siregar
IGI in Education Insight Vol. 1 No. 02 (2026): April Issue |IGI in Education Insight (IGI Educ. Ins.)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i02.13

Abstract

Purpose: This study investigated the effect of a structured footwork-based training (FBT) programme, systematically integrated into the junior high school physical education (PE) curriculum, on the forehand drive accuracy of adolescent table tennis players. Specifically, the study sought to determine whether an eight-week FBT intervention produced statistically significant improvements in forehand drive accuracy compared with a conventional teaching approach. Materials and Methods: A randomised controlled experimental design with pre-test and post-test measurements was employed. A total of 60 male and female students (aged 13–15 years) enrolled in compulsory PE classes at selected junior high schools in Medan City, North Sumatra, Indonesia, were recruited and randomly assigned to either an experimental group (EG, n = 30) or a control group (CG, n = 30). The EG received an eight-week FBT intervention (three sessions per week, 90 min each), while the CG continued with the standard PE curriculum. Forehand drive accuracy was assessed using the validated Backboard Test for Table Tennis adapted to the Indonesian school context, yielding scores on a 20-point scale. Data normality was confirmed via the Shapiro–Wilk test; between- and within-group differences were evaluated using paired-samples t-tests and independent-samples t-tests, with effect sizes reported as Cohen's d. Results: The EG demonstrated a statistically significant improvement in forehand drive accuracy from pre-test (M = 10.47, SD = 1.82) to post-test (M = 15.93, SD = 1.67), t(29) = 18.43, p < .001, Cohen's d = 3.14, representing a large effect. The CG exhibited a marginal and non-significant gain (pre: M = 10.53, SD = 1.79; post: M = 11.17, SD = 1.88, p = .092). The between-group post-test comparison revealed a significant difference favouring the EG (t(58) = 11.74, p < .001, d = 2.94). The FBT programme accounted for approximately 52% of the variance in post-test accuracy scores. Conclusions: Footwork-based training, when purposefully embedded within the PE curriculum, substantially enhances forehand drive accuracy among junior high school table tennis learners. These findings support the theoretical premise that movement efficiency is a foundational prerequisite for stroke proficiency and provide actionable evidence for PE curriculum designers, school coaches, and sport pedagogists. Future studies should extend the intervention period, incorporate female-stratified analyses, and explore contextual moderators such as prior sport experience and motor proficiency.
Sprint–Agility Imbalance in Female Youth Volleyball Athletes Sports School: A Cross-Sectional Fitness Profile of Strength, Endurance, Speed, and Change-of-Direction Performance Silvi Rosmalevia; Raffly Henjilito
IGI in Education Insight Vol. 1 No. 03 (2026): July Issue |IGI in Education Insight (IGI Educ. Ins.)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i03.18

Abstract

Purpose of the study: This study profiled the physical fitness of female volleyball athletes enrolled at the Riau Specialized Sports School, Indonesia, with emphasis on upper-body muscular strength, aerobic endurance, linear sprint speed, and change-of-direction agility. Materials and methods: A cross-sectional descriptive design was used. All eight female volleyball athletes available in the school program were recruited through total-population sampling. The test battery comprised an upper-body strength test, a 15-min track-running test, a 50-m sprint, and a 6 × 10-m shuttle run. Scores were classified using the normative categories adopted by the original school-based assessment protocol. Because individual raw scores were not retained in the source dataset, the analysis was restricted to frequencies, percentages, and the reported composite score. Results: Upper-body strength was classified as fair in six athletes (75.0%) and poor in two (25.0%). Aerobic endurance was fair in seven athletes (87.5%) and poor in one (12.5%). All athletes were placed in the highest category for the 50-m sprint, whereas shuttle-run agility was poor in six athletes (75.0%) and fair in two (25.0%). The reported composite fitness score was 4.93, corresponding to the fair/moderate category. Two-sided exact binomial tests against a 50% good-or-higher benchmark were significant for all four components (Holm-adjusted p = .0313); sprint speed was above the benchmark, whereas strength, endurance, and agility were below it. Conclusions: The athletes demonstrated a markedly uneven physical profile: linear sprint performance was strong, but agility, upper-body strength, and endurance were insufficiently developed for balanced volleyball preparation. Training should prioritize progressive change-of-direction, aerobic-conditioning, and resistance-training interventions while preserving speed qualities. The findings are exploratory because of the small single-site sample, absent participant anthropometrics, and reliance on categorical rather than raw performance data.
Advancing Teacher Professional Education in Physical Education: Wearable Technology for Sports Learning in the Digital Era of Generation Z and Alpha Surya Adi Saputra; Anton Komaini
IGI in Education Insight Vol. 1 No. 03 (2026): July Issue |IGI in Education Insight (IGI Educ. Ins.)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i03.19

Abstract

Introduction: The rapid technological advancement in the 21st century has fundamentally transformed educational landscapes, particularly in physical education (PE) where traditional teaching methods are being challenged by the digital nativity of Generation Z and Alpha students. These generations, characterized by their intrinsic relationship with technology, require innovative pedagogical approaches that leverage digital tools for enhanced learning experiences. Purpose of the study: This research investigates the effectiveness of integrating wearable technology into physical education teacher professional development programs, specifically examining its impact on pre-service teachers' competencies and their ability to engage Generation Z and Alpha learners in the digital era. Materials and methods: A mixed-methods study was conducted with 120 pre-service teachers enrolled in the Teacher Professional Education Program (PPG) at Universitas Negeri Malang, Indonesia. Participants were divided into experimental (n=60) and control groups (n=60). The experimental group received comprehensive training in wearable technology integration, including fitness trackers, heart rate monitors, and motion sensors, while the control group followed traditional PE pedagogy. Data collection involved pre- and post-intervention assessments, teaching competency evaluations, student engagement measurements, and qualitative interviews. Results: Statistical analysis revealed significant improvements in the experimental group across multiple dimensions. Pre-service teachers demonstrated enhanced technological pedagogical content knowledge (TPACK) scores (M=4.23, SD=0.52 vs. M=3.41, SD=0.48; p<0.001), improved student engagement rates (78.4% vs. 61.2%; p<0.01), and increased confidence in teaching Generation Z and Alpha students (M=4.15, SD=0.61 vs. M=3.28, SD=0.73; p<0.001). Wearable technology integration showed positive correlations with enhanced motor skill assessment accuracy (r=0.742, p<0.001) and personalized learning delivery (r=0.689, p<0.001). Conclusions: The integration of wearable technology in PE teacher professional education significantly enhances teaching competencies and preparedness for Generation Z and Alpha learners. The findings support the transformation of traditional teacher preparation programs to include technology-enhanced pedagogical approaches that align with contemporary learning preferences and digital nativity characteristics.
Instructional Media Innovation: A Web-Based Digital Dictionary for Karate Terminology Rudiyanto Rudiyanto; Aidilla Pratiwi Siregar; M.Fadlin Al-Farhan&#039;s; Intan Permata Sari br Saragih; Enggellina Gori
IGI in Education Insight Vol. 1 No. 03 (2026): July Issue |IGI in Education Insight (IGI Educ. Ins.)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i03.20

Abstract

Introduction: The integration of karate as a competitive sport and physical education discipline in higher education curricula presents significant pedagogical challenges, particularly in the domain of specialised Japanese-origin terminology. Students in physical education programmes frequently encounter difficulties in comprehending, correctly pronouncing, and applying karate-specific vocabulary, which impedes their overall learning progression and technical skill acquisition. Purpose of the study: This study aimed to develop, validate, and evaluate the feasibility of a web-based digital dictionary for karate terminology as an innovative instructional media tool for undergraduate students enrolled in physical education programmes. Materials and Methods: An educational Research and Development (R&D) methodology was employed using the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation). Participants comprised 30 undergraduate students from the Physical Education Study Programme at Sekolah Tinggi Olahraga dan Kesehatan Bina Guna, Indonesia, and two expert validators (one karate content expert; one instructional media expert). Data were collected using structured Likert-scale questionnaires and analysed through percentage-based feasibility assessment. Results: Expert validation yielded feasibility scores of 87.5% for content validity and 90.0% for media design quality, both classified as "Very Feasible." Student response assessments from small-group (n = 10) and large-group (n = 30) trials yielded mean percentage scores of 84.2% and 87.6%, respectively, both categorised as "Very Feasible." The overall composite feasibility score was 87.3%. Conclusions: The web-based digital dictionary for karate terminology demonstrated high feasibility as an instructional media innovation. The product effectively supports undergraduate students’ comprehension of karate terminology and is recommended for systematic integration into physical education curricula.
Pendidikan Jasmani Adaptif Bagi Guru MGMP PJOK Kabupaten Karo Dalam Mendukung Pembelajaran Inklusi Gita Nurgaya Br Tarigan; Wulandari Putri Lagenda; Aidilla Pratiwi Siregar; Arsi Zahiri; M. Fadlin Al-Farhan&#039;s
IGI in Education Insight Vol. 1 No. 03 (2026): July Issue |IGI in Education Insight (IGI Educ. Ins.)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i03.21

Abstract

Purpose of the study: This study aimed to evaluate the effectiveness of a practice-based training and collaborative mentoring program in enhancing adaptive physical education competencies among Physical Education, Sports, and Health (PJOK) teachers to support inclusive teaching practice. Materials and methods: A practice-based professional development program was implemented involving 32 junior and senior high school PJOK teachers participating in the Subject Teacher Forum (MGMP) in Karo Regency, Indonesia. The intervention integrated needs assessment, conceptual workshops, adaptive game modification, lesson-plan development, microteaching, reflective mentoring, and collaborative discussions. Program effectiveness was evaluated using a one-group pretest–posttest approach through knowledge assessments, adaptive teaching-plan evaluations, structured microteaching observations, and participant satisfaction questionnaires. Quantitative data were analyzed descriptively using percentage scores and normalized gain (N-gain), while qualitative reflections were analyzed thematically. Results: The findings demonstrated substantial improvements in teachers' adaptive physical education competencies following the intervention. Mean knowledge scores increased from 58.28 to 84.84, with an N-gain of 0.64, indicating moderate-to-high learning improvement. The quality of adaptive teaching plans improved from an average score of 60.16 to 86.41, while microteaching performance achieved a mean score of 3.42 (Good category). Furthermore, 90.63% of participants reported that the program was highly relevant to their instructional needs. The most notable improvements were observed in teachers' abilities to modify learning objectives, instructional strategies, equipment, learning environments, assessment methods, and classroom participation to accommodate diverse learner needs. Conclusions: Practice-based training combined with collaborative mentoring effectively strengthened teachers' readiness and adaptive pedagogical competencies for inclusive physical education. The findings suggest that experiential professional development embedded within teacher learning communities can bridge the gap between inclusive education policies and classroom implementation. Sustaining this approach through continuous MGMP-based professional learning communities may contribute to the long-term implementation of inclusive physical education in mainstream schools.
Feedback Literacy through Peer Feedback: Exploring Critical Thinking and Analytical Writing Quality in Secondary EFL Classrooms Alvina Reza Fernanda; Esti Kurniasih
IGI in Education Insight Vol. 1 No. 03 (2026): July Issue |IGI in Education Insight (IGI Educ. Ins.)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i03.22

Abstract

Purpose of the study: Critical thinking is central to producing well-reasoned argumentative writing, yet many English as a Foreign Language (EFL) learners struggle to analyze issues, evaluate evidence, and justify claims when composing analytical exposition texts. This study aimed to examine how peer feedback, as an instructional strategy, contributes to the development of eleventh-grade students' critical thinking skills and writing quality in analytical exposition texts, and to identify the challenges students encounter when engaging in peer feedback. Materials and methods: A qualitative descriptive design was employed, involving 30 eleventh-grade students from a public senior high school in Lamongan, East Java, Indonesia, implementing the Merdeka Curriculum. Data were collected through semi-structured interviews with 20 purposively selected students, classroom observation, and document analysis of students' analytical exposition drafts and final texts produced after peer feedback sessions. Students' texts were scored using an analytic rubric adapted from Irwan et al. (2018), covering organization, content, language use, and mechanics. Data were analyzed thematically following the interactive model of Miles et al. (2014), consisting of data reduction, data display, and conclusion drawing/verification, supported by member checking and triangulation across data sources. Results: Students reported cognitive, linguistic, and affective challenges in providing peer feedback, including difficulty understanding peers' arguments, limited English proficiency, uncertainty in judging argument strength, and fear of offending classmates. Following peer feedback implementation, students' analytical exposition texts were distributed across four achievement levels: Excellent (44-52; n = 8), Good (35-43; n = 5), Fair (26-34; n = 4), and Poor (13-25; n = 3). Higher-scoring texts demonstrated stronger thesis clarity, coherent argument development, and more effective use of academic language, whereas lower-scoring texts showed weak organization and limited analytical depth. Conclusions: Peer feedback is a pedagogically valuable, though cognitively and emotionally demanding, strategy for developing eleventh graders' critical thinking and writing quality in analytical exposition texts. Its effectiveness depends on structured scaffolding, explicit training in feedback literacy, and a supportive classroom climate. These findings offer practical implications for EFL writing instruction under student-centered curricula such as the Merdeka Curriculum.
Physical Literacy in Elementary School Physical Education: A Systematic Review of Teaching Models and Student Development Herli Pardilla; Syamsuyurnita Syamsuyurnita; Andi Nur Abady; Muhammad Isnandar; Willette Nance; Velorine Gordichev
IGI in Education Insight Vol. 1 No. 03 (2026): July Issue |IGI in Education Insight (IGI Educ. Ins.)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i03.23

Abstract

Purpose of the study: Physical literacy (PL) has been positioned internationally as a foundational goal of quality physical education (PE), yet its translation into concrete pedagogical models for elementary school settings remains fragmented across national curricula and research traditions. This systematic review aimed to synthesise evidence on (a) the dominant teaching models used to cultivate PL in elementary school PE, (b) their documented effects on students' physical, cognitive, affective, and social development, (c) how PL is conceptualised and assessed, and (d) the barriers, enablers, and methodological gaps that shape the field. Materials and methods: Following the PRISMA 2020 framework, a systematic search was conducted in Scopus, Web of Science, and PubMed for peer-reviewed studies published between January 2015 and July 2026. Boolean strings combined terms for physical literacy, teaching/pedagogical models, and elementary/primary school physical education. After de-duplication and two-stage screening (title/abstract and full text) against pre-specified eligibility criteria, 46 studies were retained for narrative and thematic synthesis; methodological quality was appraised using design-appropriate checklists (Mixed Methods Appraisal Tool for empirical studies and AMSTAR-2 for reviews). Results: Included studies originated predominantly from Canada, Indonesia, Spain, the United States, Slovakia, South Korea, and Australia, using quasi-experimental, mixed-methods, qualitative, and instrument-development designs. Five clusters of teaching models emerged: (1) physical-literacy-enriched pedagogy grounded in Whitehead's holistic framework, (2) game-centred approaches (Teaching Games for Understanding and Sport Education, alone or combined), (3) movement-integrated/cross-curricular instruction, (4) game- and play-based models rooted in local or traditional games, and (5) collaborative/team-teaching configurations involving generalist and specialist teachers. Across models, physical competence and motor skill outcomes were the most consistently improved, whereas cognitive and social-affective domains were addressed less systematically and yielded more heterogeneous effects. PL assessment remained fragmented, dominated by physical-domain instruments, with limited validated tools for the cognitive and affective domains in children under 12 years. Key barriers included limited teacher training, ambiguous curricular operationalisation, assessment burden, and short intervention durations; enablers included professional development, co-teaching, autonomy-supportive and play-based pedagogy, and administrative support. Conclusions: The evidence base supports physical-literacy-oriented pedagogy as a promising, holistic reform in elementary PE, but the field is constrained by conceptual heterogeneity, short-term quasi-experimental designs, and uneven attention to non-physical developmental domains. Sustained, theory-driven, and cross-culturally validated research is needed to consolidate PL as an evidence-based pedagogical standard in global primary education.
Technology-Enhanced Learning in Taekwondo Education: A PRISMA-Based Systematic Review Atika Swandana; Arie Rakhman; Rahmadi Rahmadi; Elsa Ariestika; Rian Kurnia; Faisal Mandala Siregar; Hardyan Candra
IGI in Education Insight Vol. 1 No. 03 (2026): July Issue |IGI in Education Insight (IGI Educ. Ins.)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i03.24

Abstract

Purpose of the study: Taekwondo instruction has traditionally relied on subjective, instructor-mediated evaluation of technique. Over the past decade, artificial intelligence (AI), virtual and augmented reality (VR/AR), wearable sensors, and e-learning platforms have increasingly been applied to taekwondo teaching, coaching, and skill assessment. This systematic review aimed to map and critically synthesize the empirical evidence on technology-enhanced learning (TEL) in taekwondo education, addressing publication trends, technology types, learning outcomes, research methods/pedagogical frameworks, and research gaps. Materials and methods: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) statement, a systematic electronic search was conducted across Scopus, PubMed/MEDLINE, IEEE Xplore, Web of Science, and ERIC (2015–July 2026), supplemented by the Consensus academic meta-search engine (indexing Semantic Scholar, PubMed, and Scopus records). The search combined the term "taekwondo" with technology-related keywords (e.g., "artificial intelligence," "virtual reality," "augmented reality," "wearable sensor," "e-learning," "pose estimation," "gamification"). Of 196 records identified, 142 remained after de-duplication; 44 underwent full-text review, and 16 empirical studies met the eligibility criteria and were included in the qualitative synthesis. Results: Included studies were published between 2021 and 2026, predominantly in engineering/computing and sport-science journals from East and South Asia. Artificial-intelligence and computer-vision applications (pose estimation, graph convolutional networks, CNN–LSTM hybrids) dominated the literature (11/16 studies), followed by virtual reality (2), augmented reality (1), wearable sensors/IoT (2), multimedia video-based learning (1), and LMS/flipped-classroom platforms (1). No study specifically examined gamification in taekwondo. Reported learning outcomes were overwhelmingly psychomotor (technique-recognition accuracy, scoring precision), with comparatively limited evidence on cognitive, affective, and long-term engagement/motivation outcomes. Most studies used single-group technical validation or cross-sectional designs; only three employed a comparison/control condition, and only one was explicitly anchored in a pedagogical or psychological framework (cognitive absorption. Conclusions: Technology-enhanced learning shows consistent, technically robust potential to make taekwondo skill assessment more objective, accessible, and motivating, but the evidence base remains dominated by engineering-oriented proof-of-concept studies rather than pedagogically grounded, outcome-controlled educational research. Future work should prioritize theory-driven instructional design, longitudinal and comparative trials, standardized outcome measures across cognitive/psychomotor/affective domains, and broader geographic and skill-level representation.

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