Introduction and Objective: The simultaneous development of motor literacy, behavioral literacy, and cognitive literacy form the basis of academic and social success. The aim of this study was to investigate the effectiveness of interactive digital games based on artificial intelligence on the integrated development of these three literacy skills in elementary school children.

Methodology: This quasi-experimental study with a pre-test-post-test design and a control group was conducted on 80 elementary school students (7-10 years old) from public schools in Tehran. The samples were randomly divided into two intervention groups (n=40) and control groups (n=40). The intervention group participated in an artificial intelligence-based digital game program (such as Kinect-integrated applications with adaptive learning algorithms) for 16 weeks (3 sessions of 45 minutes per week), which included motor challenges (virtual jumping and running), behavioral scenarios (group conflict management), and cognitive exercises (smart puzzles). Standard assessment tools included: Motor Skills Test-2 (MABC-2) for motor literacy, Strengths and Difficulties Questionnaire (SDQ) for behavioral literacy, and Wechsler Intelligence Scale for Children-V (WISC-V) for cognitive literacy.

Findings: The results showed that the intervention group had significant improvements in all three domains: motor literacy, behavioral literacy, and cognitive literacy.

Findings: The results confirmed a strong positive correlation between the three literacy domains, with motor progress predicting cognitive and behavioral improvement.

Conclusion: Interactive digital games based on artificial intelligence provide an effective tool for the integrated development of motor, behavioral, and cognitive literacy in elementary school children and can be integrated into school curricula.