Content area
Abstract
The study explores the application of artificial intelligence (AI) in addressing grammar challenges among children with learning disabilities, aiming to assess the efficacy of an AI-driven tool for personalized interventions. A sample of 100 children aged 8–12, diagnosed with learning disabilities, was recruited from special education programs. Participants were divided into an experimental group (n = 50), which used an AI-based grammar assessment tool with personalized feedback, and a control group (n = 50), which completed conventional paper-based grammar tests without feedback. The AI tool administered adaptive grammar tasks, including sentence correction and verb conjugation, and performance was evaluated over four weeks using pre-test and post-test measures. A quasi-experimental design and statistical analyses, including t-tests and repeated-measures ANOVA, revealed a significant improvement in grammar performance for the experimental group (M = 78.5, SD = 5.6) compared to the control group (M = 70.2, SD = 6.1; p < 0.001), with a large effect size (Cohen’s d = 0.84). Participants and educators reported high engagement and usability of the tool. The findings underscore AI’s potential to provide tailored learning experiences, addressing individual needs more effectively than conventional strategies. Further research should examine long-term outcomes and broader educational applications to maximize its impact.
Details
Academic Achievement;
Diagnostic Tests;
Access to Education;
Artificial Intelligence;
Error Analysis (Language);
Student Motivation;
Language Proficiency;
Language Processing;
Learner Engagement;
Learning Disabilities;
Educational Diagnosis;
Educational Strategies;
Grammar;
Algorithms;
Language Skills;
Influence of Technology;
Educational Methods;
Cognitive Style;
Language Impairments;
Error Patterns;
Attention Deficit Hyperactivity Disorder;
Dyslexia;
Educational Facilities Improvement;
Educational Needs
Language proficiency;
Grammar;
Special education;
Instructional design;
Research design;
Greek language;
Students with disabilities;
Performance evaluation;
Personalized learning;
Conjugation;
Algorithms;
Education;
Feedback;
Learning disabilities;
Dyslexia;
Artificial intelligence;
Attention deficit hyperactivity disorder;
Machine learning;
Children;
People with disabilities;
Natural language processing;
Adaptive learning;
Task performance;
Quasi-experimental methods;
Efficacy;
Tests;
Variance analysis;
Customization;
Disability studies;
Teachers;
Educational programs;
Groups
; Mantsos, Evangelos 2 ; Papadopoulou, Soultana 3 ; Sofologi, Maria 4
; Efthymiou, Efthymia 5
; Vasileiou, Ilias 6 ; Megari, Kalliopi 7
; Theodoratou, Maria 8
; Kougioumtzis, Georgios A 9
1 Department of Preschool Education Sciences and Educational Design, University of the Aegean, 85131 Rhodes, Greece
2 Department of Physical Education and Sports Sciences, University of Thessaly, 42100 Trikala, Greece;
3 Department of Speech and Language Therapy, University of Ioannina, 45110 Ioannina, Greece;
4 Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece;
5 College of Interdisciplinary Studies (CIS), Zayed University, Abu Dhabi Campus, Abu Dhabi 144534, United Arab Emirates;
6 College for Humanistic Studies, Institute of Counselling and Psychological Studies, 11744 Athens, Greece;
7 Department of Psychology, City College University of York, Europe Campus, 54421 Thessaloniki, Greece;
8 School of Social Sciences, Hellenic Open University, 26331 Patras, Greece;
9 Department of Turkish Studies and Modern Asian Studies, Faculty of Economic and Political Sciences, National and Kapodistrian University of Athens, 15772 Athens, Greece;