Teachers and educators’ experiences and perceptions of artificial-powered interventions for autism groups
Abstract Background Artificial intelligence-powered interventions have emerged as promising tools to support autistic individuals. However, more research must examine how teachers and educators perceive and experience these AI systems when implemented. Objectives The first objective was to investiga...
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| Format: | Article |
| Language: | English |
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BMC
2024-04-01
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| Series: | BMC Psychology |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40359-024-01664-2 |
| _version_ | 1797208984126488576 |
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| author | Guang Li Mohammad Amin Zarei Goudarz Alibakhshi Akram Labbafi |
| author_facet | Guang Li Mohammad Amin Zarei Goudarz Alibakhshi Akram Labbafi |
| author_sort | Guang Li |
| collection | DOAJ |
| description | Abstract Background Artificial intelligence-powered interventions have emerged as promising tools to support autistic individuals. However, more research must examine how teachers and educators perceive and experience these AI systems when implemented. Objectives The first objective was to investigate informants’ perceptions and experiences of AI-empowered interventions for children with autism. Mainly, it explores the informants’ perceived benefits and challenges of using AI-empowered interventions and their recommendations for avoiding the perceived challenges. Methodology A qualitative phenomenological approach was used. Twenty educators and parents with experience implementing AI interventions for autism were recruited through purposive sampling. Semi-structured and focus group interviews conducted, transcribed verbatim, and analyzed using thematic analysis. Findings The analysis identified four major themes: perceived benefits of AI interventions, implementation challenges, needed support, and recommendations for improvement. Benefits included increased engagement and personalized learning. Challenges included technology issues, training needs, and data privacy concerns. Conclusions AI-powered interventions show potential to improve autism support, but significant challenges must be addressed to ensure effective implementation from an educator’s perspective. The benefits of personalized learning and student engagement demonstrate the potential value of these technologies. However, with adequate training, technical support, and measures to ensure data privacy, many educators will likely find integrating AI systems into their daily practices easier. Implications To realize the full benefits of AI for autism, developers must work closely with educators to understand their needs, optimize implementation, and build trust through transparent privacy policies and procedures. With proper support, AI interventions can transform how autistic individuals are educated by tailoring instruction to each student’s unique profile and needs. |
| first_indexed | 2024-04-24T09:47:29Z |
| format | Article |
| id | doaj.art-3ca6f996082b486e8b5185f35b3261ee |
| institution | Directory Open Access Journal |
| issn | 2050-7283 |
| language | English |
| last_indexed | 2024-04-24T09:47:29Z |
| publishDate | 2024-04-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Psychology |
| spelling | doaj.art-3ca6f996082b486e8b5185f35b3261ee2024-04-14T11:33:08ZengBMCBMC Psychology2050-72832024-04-0112111210.1186/s40359-024-01664-2Teachers and educators’ experiences and perceptions of artificial-powered interventions for autism groupsGuang Li0Mohammad Amin Zarei1Goudarz Alibakhshi2Akram Labbafi3School of History, Capital Normal UniversityAllameh Tabataba’i universityAllameh Tabataba’i universityMaraghe Branch, PhD Candidate of English Language Teaching, Islamic Azad UniversityAbstract Background Artificial intelligence-powered interventions have emerged as promising tools to support autistic individuals. However, more research must examine how teachers and educators perceive and experience these AI systems when implemented. Objectives The first objective was to investigate informants’ perceptions and experiences of AI-empowered interventions for children with autism. Mainly, it explores the informants’ perceived benefits and challenges of using AI-empowered interventions and their recommendations for avoiding the perceived challenges. Methodology A qualitative phenomenological approach was used. Twenty educators and parents with experience implementing AI interventions for autism were recruited through purposive sampling. Semi-structured and focus group interviews conducted, transcribed verbatim, and analyzed using thematic analysis. Findings The analysis identified four major themes: perceived benefits of AI interventions, implementation challenges, needed support, and recommendations for improvement. Benefits included increased engagement and personalized learning. Challenges included technology issues, training needs, and data privacy concerns. Conclusions AI-powered interventions show potential to improve autism support, but significant challenges must be addressed to ensure effective implementation from an educator’s perspective. The benefits of personalized learning and student engagement demonstrate the potential value of these technologies. However, with adequate training, technical support, and measures to ensure data privacy, many educators will likely find integrating AI systems into their daily practices easier. Implications To realize the full benefits of AI for autism, developers must work closely with educators to understand their needs, optimize implementation, and build trust through transparent privacy policies and procedures. With proper support, AI interventions can transform how autistic individuals are educated by tailoring instruction to each student’s unique profile and needs.https://doi.org/10.1186/s40359-024-01664-2Artificial intelligenceAI-empowered interventionsChildren with autismEducatorsParents |
| spellingShingle | Guang Li Mohammad Amin Zarei Goudarz Alibakhshi Akram Labbafi Teachers and educators’ experiences and perceptions of artificial-powered interventions for autism groups BMC Psychology Artificial intelligence AI-empowered interventions Children with autism Educators Parents |
| title | Teachers and educators’ experiences and perceptions of artificial-powered interventions for autism groups |
| title_full | Teachers and educators’ experiences and perceptions of artificial-powered interventions for autism groups |
| title_fullStr | Teachers and educators’ experiences and perceptions of artificial-powered interventions for autism groups |
| title_full_unstemmed | Teachers and educators’ experiences and perceptions of artificial-powered interventions for autism groups |
| title_short | Teachers and educators’ experiences and perceptions of artificial-powered interventions for autism groups |
| title_sort | teachers and educators experiences and perceptions of artificial powered interventions for autism groups |
| topic | Artificial intelligence AI-empowered interventions Children with autism Educators Parents |
| url | https://doi.org/10.1186/s40359-024-01664-2 |
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