The study was conducted to find out how effective, use of AI-based tools in the learning of emotions is, in enhancing emotional regulation in children with learning difficulties. It was a quantitative study and surveyed 200 students between the ages of 7 and 12 years studying in public and private schools. The study consisted of an ordered survey on the use of AI utilities and the effect of regulating emotions. Testing was done on 3 hypotheses of correlation, regression and t-test. The results demonstrated that emotion control in the usage of AI tools can be described as significant and positively correlated (r = 0.611 p < 0.01). Regression analysis realized that the AI tools were very important in predicting the scores of emotional regulations, explaining 34.7 percent of variation. The t-test between the students using AI tools and without them showed that there is a big difference in their level of emotional regulation. Findings of the study were compared with previous studies on AI and emotional regulation showing how AI tools can be used to help develop emotional abilities through personalized learning and instant feedback. Such findings indicate that emotional learning tools based on AI can also be used as helpful assets in inclusive education environment. The research suggests expanding the usage of such instruments and believes that in the future, research should be conducted on their long-term effects. On the whole, the research highlights how AI can be used to develop emotionally supportive learning conditions of students with various learning requirements. The paper also indicates the need to consider the norm of using AI tools in a typical classroom to further maximize all learners. Policymakers and educators are welcome to practice working together to come up with the framework, which would contribute to ethical and beneficial application of AI in emotional learning.
Aslam et al. (Sat,) studied this question.