Incidence and etiology of impediments to spinal cord stimulator trial progression.

In recent years, AI tools designed for learning scenarios have rapidly proliferated, with applications covering intelligent question answering, learning planning, assignment feedback, content recommendation, learning analytics, and, in some cases, training-related feedback or learning support (). In this study, AI learning tools refer to AI-supported digital or hardware-based tools that students use to assist learning, feedback seeking, task completion, and training-related planning or reflection in physical education contexts; they are not assumed to provide professional physiological monitoring or real-time biomechanical coaching in all cases. As these tools have been increasingly integrated into educational practice, students have begun to use them as supportive resources in daily learning. One major advantage of AI tools lies in their ability to provide immediate support during the learning process, partially transforming prompts, explanations, and feedback that traditionally depended on teachers or peers into digital services that are available at any time (). However, educational practice has shown that the availability of a tool does not automatically translate into ease of use, nor does ease of use necessarily guarantee continued use. Although many tools may initially attract students, their use may decline as course difficulty increases, learning tasks become more complex, and user experiences fluctuate (). Therefore, whether AI learning tools can realize their educational potential depends largely on students’ stable continuance use behavior (). Understanding such behavior requires attention not only to tool characteristics, but also to the psychological mechanisms underlying students’ cognition, attitudes, and behavioral intentions. The learning tasks of physical education students are characterized by a strong practice-oriented nature, in which motor skills, physical training, tactical understanding, classroom practice, and course assessment are often closely intertwined. Unlike learning that primarily emphasizes knowledge memorization, physical education places greater emphasis on learning through practice, a process that is highly dependent on feedback. Whether students can obtain actionable feedback after practice often affects the effectiveness of subsequent training ().