人工智能赋能物理治疗学课程教学改革的效果评价——基于学生成绩的实证分析

Effect Evaluation of Artificial Intelligence Empowering Physical Therapy Course Teaching Reform—An Empirical Analysis Based on Student Grades

摘要: 目的：探讨人工智能(Artificial Intelligence, AI)赋能教学模式在物理治疗学课程中的应用效果。方法：选取某高校康复治疗学专业学生为研究对象，将2024~2025学年采用传统教学的学生(n = 162)作为对照组，2025~2026学年实施AI赋能教学的学生(n = 180)作为实验组。比较两组学生平时成绩、期末成绩及总评成绩，采用独立样本t检验进行统计分析，并计算Cohen’s d效应量。结果：实验组在平时成绩(t = 7.78, P < 0.01, d = 0.75)、期末成绩(t = 2.55, P = 0.011, d = 0.28)及总评成绩(t = 3.95, P < 0.01, d = 0.43)均高于对照组，差异具有统计学意义。效应量分析显示，平时成绩提升幅度最大，达到中等偏大效应。结论：AI赋能教学模式能够显著提升物理治疗学课程的教学效果，尤其在促进学生过程性学习方面优势更为突出，对优化教学模式和提高人才培养质量具有积极意义。

Abstract: Objective: To explore the effectiveness of an artificial intelligence (AI)-empowered teaching model in the course of Physical Therapy. Methods: Students majoring in Rehabilitation Therapy from a university were selected as participants. Five classes from the 2024~2025 academic year using traditional teaching (n = 162) were assigned as the control group, while five classes from the 2025~2026 academic year adopting an AI-empowered teaching model (n = 180) were assigned as the experimental group. Usual performance, final examination scores, and overall scores were compared between the two groups. Independent samples t-tests were conducted, and Cohen’s d was calculated to assess effect sizes. Results: The experimental group scored significantly higher than the control group in usual performance (t = 7.78, P < 0.01, d = 0.75), final examination (t = 2.55, P = 0.011, d = 0.28), and overall scores (t = 3.95, P < 0.01, d = 0.43). Effect size analysis indicated that the largest improvement was observed in usual performance, reaching a medium-to-large effect. Conclusion: The AI-empowered teaching model can significantly enhance learning outcomes in the Physical Therapy course, with a more pronounced impact on formative learning processes. It provides valuable support for optimizing teaching models and improving the quality of talent cultivation.