Embodied Education and Artificial Intelligence: an integrated peda-gogical model for the design of hybrid, inclusive and reflective learning environments in secondary schools

This study analyses the integration of the embodied approach and artificial intelligence in educational contexts, investigating their effects on engagement, intrinsic motivation and school inclusion. The research, conducted at two upper secondary schools in the city of Naples, involved 180 students divided into an experimental group and a control group according to a quasi-experimental design. The experimental group took part in an 8-week educational intervention based on embodied activities, collaborative practices and guided use of generative artificial intelligence tools, whilst the control group followed traditional teaching activities. The study adopted a mixed-methods approach, integrating the Student Engagement Scale (SES), the Intrinsic Motivation Inventory (IMI), semi-structured interviews and classroom observations. The results highlight a significant increase in engagement and intrinsic motivation within the experimental group, with preliminary positive indications also regarding the participation of students with special educational needs. The qualitative analysis further shows that AI-supported embodied activities fostered active participation, collaboration, multimodal accessibility and metacognitive reflection. Overall, the study suggests that the integration of embodied education and artificial intelligence, when supported by intentional pedagogical design, can contribute to the creation of more inclusive, reflective and participatory learning environments.