Personalised Presentation of Mathematics for Visually Impaired or Dyslexic Students: Challenges and Benefits
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Resumo
Artificial Intelligence in Education (AIEd) has the potential to transform learning by providing personalised and adaptive environments and enabling more effective assessment and feedback (Luckin et al., 2016). Implementing AIEd has different challenges involving accommodating different learning styles, understanding how learners interact with tools, creating accessible technology for students with learning or sensory disabilities, and managing cognitive load and stress. The potential benefits of using AIEd for the personalised presentation supports inclusive learning environments, including improved understanding, accessibility to learning (Costas-Jauregui et al., 2021), reduced stress (Hsu et al., 2021), and cognitive load (Turan & Goktas, 2016), to improve mathematical understanding and student confidence. Neto et al. (2021) argue that the opportunity to utilise robots to enhance inclusive classroom experiences lies in their ability to utilise their physical attributes, multimodal feedback systems, customised social behaviours, and sensory functions. The potential benefits promote the development of inclusive and intelligent educational frameworks. In this paper, the authors examine the potential of using AIEd combined with robotics to provide a personalised learning framework for students with learning disabilities (e.g., dyslexia) and sensory disabilities (e.g., vision impairment/blindness). The paper will assess the challenges and benefits of the AIEd framework combined with robotics for inclusive mathematics education.
Dados da obra
- Tipo
- Artigo
- Periódico
- Ubiquity Proceedings
- Editora
- Ubiquity Press
- Ano
- 2023 (2023-10)
- Idioma
- en
- Palavras-chave
- artificial intelligence in education (aied); universal design for learning (udl); virtual reality/augmented reality (vr/ar); human computer interaction (hci); robotics; mathematics education; extensive academic emotion (eae)
- Temas
- Acessibilidade, Avaliação, Inclusão
- DOI
- 10.5334/uproc.116
- ISSN
- 2631-5602
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
OMOUSH, Muhammad Al; MEHIGAN, Tracey. Personalised Presentation of Mathematics for Visually Impaired or Dyslexic Students: Challenges and Benefits. Ubiquity Proceedings, 2023. DOI: https://doi.org/10.5334/uproc.116.
APA
Omoush, M. A., & Mehigan, T. (2023). Personalised Presentation of Mathematics for Visually Impaired or Dyslexic Students: Challenges and Benefits. Ubiquity Proceedings. https://doi.org/10.5334/uproc.116
BibTeX
@article{omoush2023,
author = {Omoush, Muhammad Al and Mehigan, Tracey},
title = {Personalised Presentation of Mathematics for Visually Impaired or Dyslexic Students: Challenges and Benefits},
year = {2023},
journal = {Ubiquity Proceedings},
publisher = {Ubiquity Press},
doi = {10.5334/uproc.116},
language = {en}
}RIS
TY - JOUR AU - Omoush, Muhammad Al AU - Mehigan, Tracey TI - Personalised Presentation of Mathematics for Visually Impaired or Dyslexic Students: Challenges and Benefits PY - 2023 JO - Ubiquity Proceedings DO - 10.5334/uproc.116 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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