Impact of AI-Powered Chatbots in Supporting Academic Learning for Children with Mild Intellectual Disabilities

Academic

Priyanka Yadav Assistant Professor SGT University Published: May 14, 2025

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Abstract

This study investigates the impact of AI-powered chatbots on academic learning for children with mild intellectual disabilities (MID), addressing a notable research gap regarding their efficacy as educational supports for this population.

The research employed a mixed-methods sequential explanatory design combining quantitative and qualitative approaches. A quasi-experimental pretest-posttest control group design involved 45 children (ages 8-14) with MID randomly assigned to experimental (n=23) and control (n=22) groups. The 14-week intervention utilized specially designed AI chatbots with accessibility features across reading, mathematics, and science domains. Data collection included academic assessments, engagement measures, and learning independence assessments, analyzed through repeated measures ANOVA, t-tests, and thematic analysis of qualitative data.

Findings revealed significant improvements in academic knowledge retention and comprehension across all subjects (p<0.01), with particularly strong effects on higher-order thinking skills, alongside substantial increases in learning engagement behaviors and independent learning skills.

Keywords

Chatbot Academic Learning mild intellectual disabilities.

Background of the Study

Children with mild intellectual disabilities (MID) often face significant challenges in traditional educational environments, including difficulties with information processing, attention, memory, and adaptive functioning (Schalock et al., 2021). These challenges can impede academic achievement and contribute to educational disparities. According to the World Health Organization (2023), approximately 1-3% of children worldwide are diagnosed with mild intellectual disabilities, highlighting the importance of developing effective educational interventions for this population.

Recent technological advances have introduced new possibilities for supporting academic learning among children with diverse cognitive needs. Specifically, artificial intelligence (AI) powered chatbots represent a promising educational tool that can potentially provide personalized instruction, immediate feedback, and adaptive learning experiences (Kim & Lee, 2022). These technologies can accommodate various learning styles and paces, potentially addressing the individualized needs of students with MID (Martinez & Johnson, 2024).

Previous research has demonstrated that digital educational technologies can positively impact learning outcomes for children with intellectual disabilities. Rivera and Thompson (2022) found that interactive digital tools improved engagement and concept retention among students with special educational needs. Similarly, Patel et al. (2023) reported that adaptive learning technologies resulted in significant improvements in mathematics performance for children with MID. However, there remains a notable research gap regarding the specific applications and efficacy of AI chatbots as educational supports for this population (Chen et al., 2024).

This study aims to address this gap by investigating how AI-powered chatbots can be effectively integrated into educational contexts to support academic learning for children with mild intellectual disabilities, examining both benefits and potential limitations of these technologies in promoting educational access and achievement.

Research Objectives

To evaluate the impact of AI-powered chatbots on academic knowledge retention and comprehension in children with mild intellectual disabilities across core curriculum subjects.
To assess changes in learning engagement, task completion, and independent learning behaviors when children with mild intellectual disabilities use specially designed AI chatbot interventions.
To identify the specific design features and interaction patterns of AI chatbots that most effectively support the unique learning needs of children with mild intellectual disabilities.