Key points are not available for this paper at this time.
Utilizing artificial intelligence (AI) technology in educational institutions for students with mild intellectual disabilities offers promising avenues for enhancing this population’s learning outcomes and skill development. This study aims to investigate the effect of using generative conversational AI to improve English communication skills among students with mild intellectual disabilities. The study involved twelve students diagnosed with mild intellectual disabilities, divided equally into two groups. Six students engaged in guided conversations with AI, while the other six participated in free conversations with AI. These participants were randomly chosen from educational institutions specializing in intellectual disability education and mainstream schools. The results indicate that guided conversations significantly enhance English communication skills among participants. Additionally, the study highlights the development gains from engaging in guided conversations by AI applications. Statistical analysis reveals notable differences in the effect of guided versus free conversational approaches, with guided conversations yielding superior outcomes. This underscores the importance of structured guidance for comprehension and participation in different English communication skills among students with mild intellectual disabilities. Moreover, the study recommends the integration of AI tools in education to support students with disabilities, emphasizing the need for tailored AI applications to cater to diverse learning needs.
Elkot et al. (Thu,) studied this question.