Integration of Games-Based Artificial Intelligence to Support Differentiated Learning and Literacy Skills of Inclusive Students with Specific Learning Disorders

Abstract

This study aims to explore the use of game-based Artificial Intelligence (AI) to support differentiated learning and improve literacy skills of inclusive students with Specific Learning Disorder (SLD). In the context of inclusive education, the need for a personalized approach is very important, especially for students with specific learning disorders such as dyslexia, dyscalculia, and dysgraphia. AI technology integrated into educational games offers an innovative solution by presenting adaptive materials, accommodating various learning styles, and adjusting the level of difficulty based on student abilities. This study used a mixed-methods method, involving a quasi-experiment on 40 elementary school students with SLD and qualitative observations of student interactions with AI-based games for eight weeks. The results showed that this approach significantly improved students' motivation, engagement, and literacy skills, especially in reading ability and conceptual understanding. Game-based AI is also able to provide personalized real-time feedback to students, thereby strengthening differentiated learning. This study recommends the application of game-based AI as an effective learning method for inclusive students with specific learning disorders, especially in the context of 21st-century learning that focuses on literacy and technology skills.