Artificial Intelligence and Learning of Students with Dyslexia: A Brief Review
In the new global reality, distance learning has grown exponentially, and students with Specific Learning Disorders (SLD), i.e., those with dyslexia, dysorthographia, or dyscalculia, struggle to learn. Because they have no direct contact with the teacher, they resort to using suitable tools and inst...
محفوظ في:
| المؤلف الرئيسي: | |
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| مؤلفون آخرون: | , |
| التنسيق: | conferenceObject |
| منشور في: |
2024
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| الموضوعات: | |
| الوصول للمادة أونلاين: | http://hdl.handle.net/10725/16257 https://doi.org/10.1007/978-981-97-4243-1_13 http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php https://link.springer.com/chapter/10.1007/978-981-97-4243-1_13 |
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| الملخص: | In the new global reality, distance learning has grown exponentially, and students with Specific Learning Disorders (SLD), i.e., those with dyslexia, dysorthographia, or dyscalculia, struggle to learn. Because they have no direct contact with the teacher, they resort to using suitable tools and instruments, together with personalised learning plans. In addition, students with SLDs who take in-person courses must also follow an adapted didactic strategy. This problem affects millions of people around the world, and Technology Enhanced Learning currently proposes instruments and tools to help learners during their learning process. In this paper we propose a brief review of the literature about the use of Artificial Intelligence from 2018 to 2023 in the educational field specifically for dyslexic students in the post-transformer era. We aim to baseline the contribution of the use of generative and classic AI to help learners, highlighting possible strengths and weaknesses. The results of our inquiry show that in the specified years, the AI community has offered little to this field. |
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