HIGHER EDUCATION STUDENTS' VIEWS ON THE USE OF ARTIFICIAL INTELLIGENCE FOR TEACHING STUDENTS WITH SPECIFIC LEARNING DISABILITIES

Maria Drossinou Korea, Panagiotis Alexopoulos

Abstract


This research attempts to present the perspectives of higher education students regarding the use of Artificial Intelligence (AI) in language teaching interventions, with an emphasis on secondary education students with Specific Learning Difficulties (SpLDs). Although AI applications are associated in the literature with Education (AIED), the interest of the research community was revived in 2022 with the release of ChatGPT. This Large Language Model can generate text and quickly attract millions of users. This triggered expectations for potential benefits but also raised concerns about potential risks that may arise in the context of Special Education and Training (SET). Considering the above, the methodology utilized a mixed analysis of an online questionnaire administered to 120 students from "language" departments in Greece (Kalamata). In the results, expectations for skill improvement were expressed, but there were also concerns about providing ready-made answers. In addition, students expect resistance from parents and colleagues but support from the students themselves. The research highlighted the expected barriers and facilitators that students perceive they will encounter, of which the need for staff training was emphasized.

 

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Keywords


artificial intelligence, special education and training, specific learning disabilities, literature students' views, TISIPfSENDs

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DOI: http://dx.doi.org/10.46827/ejoe.v9i1.5518

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