Vloga umetne inteligence pri podpori učencem z disleksijo, ki se učijo tujega jezika
DOI:
https://doi.org/10.55707/ds-po.v39i3-4.149Ključne besede:
disleksija, umetna inteligenca, učenje jezikov, inkluzivno izobraževanjePovzetek
Ta kvalitativna raziskava raziskuje transformativni potencial umetne inteligence (AI) pri izboljšanju učenja jezikov za učence z disleksijo. Da bi to dosegli, se s študijo poglobimo v obstoječo literaturo, da bi razumeli izzive, s katerimi se soočajo učenci z disleksijo, in prihajajočo vlogo AI pri reševanju teh izzivov. Nato prispevek poudarja tri inovativne načine, kako se lahko AI vključi v jezikovno učilnico za podporo učencem z disleksijo: 1) AI kot pomočnik pri pisanju, ki uporablja kontekstne namige za pomoč pri lektoriranju in izboljšanju pisanja učencev; 2) AI kot pomočnik pri pretvarjanju besedila v govor, ki zagotavlja slušno podporo pri nalogah branja in razumevanja; in 3) AI kot orodje za vadbo ciljnega besedišča, kjer AI ustvarja prilagojene vaje, ki učencem omogočajo obvladovanje ključnega besedišča. Vsak predlog je natančno preučen glede na njegove praktične posledice, koristi in morebitne omejitve, kar zagotavlja uravnotežen pogled na integracijo AI v izobraževalnih okoljih. Članek želi prispevati k diskurzu o tehnologiji kot načinu za doseganje boljšega učnega okolja za študente z disleksijo.
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