AI Chatbots and Dyslexia: How AI Chatbots Empower Students With Dyslexia to Master Arithmetic Word Problems

Area of Science:

• Educational Technology
• Developmental Psychology
• Special Education

Background:

• Students with dyslexia often face challenges in arithmetic word-problem-solving.
• AI-driven educational tools offer potential for personalized learning support.
• Understanding motivational factors is crucial for intervention effectiveness.

Purpose of the Study:

• To evaluate the impact of an AI chatbot intervention on arithmetic word-problem-solving in primary students with dyslexia.
• To investigate the moderating role of intrinsic motivation, extrinsic motivation, and amotivation in the intervention's effectiveness.
• To assess changes in student motivation following the AI chatbot intervention.

Main Methods:

• Eighty-three primary students with dyslexia were randomly assigned to an AI chatbot group or a traditional instruction control group.
• The AI chatbot provided adaptive, multisensory, and tailored support over six weeks.
• Arithmetic word-problem-solving performance and motivation levels were measured.

Main Results:

• The AI chatbot group demonstrated significantly greater improvements in arithmetic word-problem-solving compared to the control group.
• Intrinsic motivation significantly moderated the intervention's impact, amplifying positive outcomes.
• The AI chatbot group showed increased intrinsic motivation and decreased amotivation, unlike the control group.

Conclusions:

• AI chatbot interventions can effectively enhance arithmetic word-problem-solving skills in students with dyslexia.
• Intrinsic motivation is a critical factor for maximizing the benefits of AI-based educational interventions.
• Tailored AI support, coupled with fostering intrinsic motivation, is essential for students with learning disabilities.