Adaptive Artificial Intelligence for Students with Specific Learning Disabilities in Reading Science Content

Published: May 2, 2025

The growing integration of generative artificial intelligence (AI) technologies, including systems such as ChatGPT, into educational environments in science presents new opportunities to support learning. However, mainstream AI tools often fail adequately assist students with specific learning disabilities reading, dyslexia. Students reading require specialized instruction tailored the unique challenges posed by difficulties comprehension, decoding, and retaining multi-step directions present complex texts. While current technologies can provide basic explanations, they lack real-time, adaptive guidance step-by-step feedback personalized individual learners. Additionally, predominantly text-based does not suit needs who benefit from interactive, multimodal strategies visual aids. To better serve neurodiverse learners classrooms, must evolve a focus on inclusivity. Potential improvements include algorithms based upon use neurological data, enhanced formative assessment techniques, incorporation graphics other multisensory features. With innovative designs that align principles universal learning, AI-based could individualized skill development for all students. This will sustained efforts develop is responsive diverse needs.

Language: Английский

AI ethics as a complex and multifaceted challenge: decoding educators’ AI ethics alignment through the lens of activity theory

International Journal of Educational Technology in Higher Education, Journal Year: 2024, Volume and Issue: 21(1)

Published: Dec. 15, 2024

Abstract This study explores university educators’ perspectives on their alignment with artificial intelligence (AI) ethics, considering activity theory (AT), which forms the theoretical underpinning of this study. To do so, 37 educators from a higher education institution were selected to write metaphors about AI ethics alignment, out 11 attended semi-structured interviews, in they answered some questions and narrated experiences. The reveals diverse often contradictory highlighting general lack awareness inconsistent application ethical principles. Some metaphorised as fundamental but difficult understand, while others pointed difficulties regulating violations. findings highlight need for targeted professional development collaborative policy making multidisciplinary approach promote use education. also calls stronger between personal standards institutional norms reduce AI-related risks educational settings.

Language: Английский

Towards a taxonomy of artificial intelligence in teaching writing in a foreign language

South African Journal of Education, Journal Year: 2024, Volume and Issue: 44(4), P. 1 - 8

Published: Nov. 30, 2024

The use of artificial intelligence in foreign language teaching, and particularly teaching writing, is still under investigation for its potential positive impact benefits. So far, the focus was on controversial uses, due to challenges teachers. However, when used just learning purposes, it can be a facilitating tool students. key now understand effects, challenges, opportunities, establish framework use, make teachers aware potential. To this end, article we take functional utilitarian approach by identifying characteristics capacities currently available sites. A description different sites given along with their advantages disadvantages. Since only few fundamental works have been published subject, propose taxonomy examples, evaluate benefits drawbacks suggests applications research.

Language: Английский