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<p>This study investigated the effect of teachers' and students' use of GymBuddy and Elomia applications on their mental health and physical activities. Three hundred and ninety teachers and undergraduate students from three different virtual universities in China were selected through convenience sampling. They were randomly divided into two groups. Repeated measures research design was used, and the two groups received mental health and physical activity scales at the onset of the treatment. The experimental group attended an AI-application-informed workshop and received treatment on using applications, while the control group received no treatment. At the end of the semester, both groups received the same scales. T-tests were used to compare the groups’ scores on mental health and physical activities. Regarding mental health, post-intervention results revealed a marked improvement in the mental health of the experimental group compared to the control group, evidenced by a substantial effect size (Cohen’s d = 1.12) and a significant t-test outcome (t (388) = 14.25, <i>p</i> &lt; 0.001). The average mental health score for the experimental group after the intervention was 4.30, significantly higher than the control group’s average score of 3.6. Regarding control and experimental groups physical activities (M = 4.10, SD = 0.99 and M = 4.12, SD = 1.10, respectively) showed no significant difference and also had a very small effect size (Cohen’s d = 0.019), the p-value was also insignificant (<i>p</i> &gt; 0.05). Next, pre-GymBuddy activity ratings demonstrated a statistically significant result in the experimental condition after the GymBuddy had occurred. The post GymBuddy ratings were as follows, control condition (M = 4.15, SD = 0.88), experimental condition (M = 5.89, SD = 1.23), t-test outcomes (t (388) = 15.25, <i>p</i> &lt; 0.001) and large effect size (Cohen’s d = 1.67). Therefore, GymBuddy produceda statistically significant increase in instructors' and learners' physical activity levels, emphasizing its promise as an intervention strategy in schools.</p>

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The effect of artificial intelligence applications GymBuddy & Elomia on the mental health and physical activities of teachers and learners exposed to e-learning platforms

  • 期刊论文

  • 发表日期：

    2025年6月27日

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  • Yejing Zhang

摘要

This study investigated the effect of teachers' and students' use of GymBuddy and Elomia applications on their mental health and physical activities. Three hundred and ninety teachers and undergraduate students from three different virtual universities in China were selected through convenience sampling. They were randomly divided into two groups. Repeated measures research design was used, and the two groups received mental health and physical activity scales at the onset of the treatment. The experimental group attended an AI-application-informed workshop and received treatment on using applications, while the control group received no treatment. At the end of the semester, both groups received the same scales. T-tests were used to compare the groups’ scores on mental health and physical activities. Regarding mental health, post-intervention results revealed a marked improvement in the mental health of the experimental group compared to the control group, evidenced by a substantial effect size (Cohen’s d = 1.12) and a significant t-test outcome (t (388) = 14.25, p < 0.001). The average mental health score for the experimental group after the intervention was 4.30, significantly higher than the control group’s average score of 3.6. Regarding control and experimental groups physical activities (M = 4.10, SD = 0.99 and M = 4.12, SD = 1.10, respectively) showed no significant difference and also had a very small effect size (Cohen’s d = 0.019), the p-value was also insignificant (p > 0.05). Next, pre-GymBuddy activity ratings demonstrated a statistically significant result in the experimental condition after the GymBuddy had occurred. The post GymBuddy ratings were as follows, control condition (M = 4.15, SD = 0.88), experimental condition (M = 5.89, SD = 1.23), t-test outcomes (t (388) = 15.25, p < 0.001) and large effect size (Cohen’s d = 1.67). Therefore, GymBuddy produceda statistically significant increase in instructors' and learners' physical activity levels, emphasizing its promise as an intervention strategy in schools.