This study aims to assess how AI chatbots can enhance arithmetic word problem-solving among students with dyslexia and the role of motivation in this process.
Randomly assigned 83 Chinese primary students with dyslexia to either AI chatbot-assisted or traditional instruction groups.
AI chatbot group received tailored, multisensory support for 6 weeks targeting arithmetic word problems.
Examined motivation types to understand their influence on the efficacy of the intervention.
The chatbot group showed significant improvements in arithmetic word-problem-solving compared to the control group.
Intrinsic motivation significantly amplified the effectiveness of the AI chatbot intervention, while extrinsic motivation did not.
The experimental group reported increased intrinsic motivation and reduced amotivation, unlike the control group.