ARTIFICIAL INTELLIGENCE AND SOCIALLY ASSISTIVE ROBOTS IN SUPPORTING READING COMPREHENSION AMONG STUDENTS WITH ADHD: RELEVANCE OF VYGOTSKY’S MODEL OF “MORE KNOWLEDGEABLE OTHER”
Keywords:
Artificial Intelligence (AI), reading comprehension, Attention Deficit and /Hyperactivity Disorder (ADHD), Socially Assistive Robots (SARs) and special needs educationAbstract
Students with Attention Deficit Hyperactivity Disorder (ADHD) experience major levels of difficulties while reading. These difficulties which often stem from knowledge retention and hyperactivity, have often make learning almost impossible. ADHD is a psychological disorder that makes it difficult for an individual to focus or pay attention for as little as a minute. The emergence and development of Artificial intelligence (AI) and robotics have made science more efficient and automated. This has led to inventions that are designed to assist students with ADHD learn with little difficulties. Artificial Intelligence pertains to the evolution of computer systems that perform tasks that naturally require human intelligence. The advancement in AI and robotics could yielded better results when applied to teaching students with special needs, specifically attention deficit hyperactivity disorder (ADHD). The paper also applies Vygotsky’s model of More Knowledgeable Other (MKO) to new frontiers of learning by exploring the role of AI and robotics in helping students with ADHD read and comprehend. The paper specifically addresses current advancements in AI, robotics and the benefits of Socially Assistive Robots (SARs) in helping students with ADHD stay on task with minimal distractions.References
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