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Pilot study of an intervention based on an intelligent tutoring system (ITS) for instructing mathematical skills of students with ASD and/or ID

dc.rights.licenseopenen_US
hal.structure.identifierBordeaux population health [BPH]
dc.contributor.authorMAZON, Cecile
ORCID: 0000-0003-3959-2712
IDREF: 241874165
dc.contributor.authorCLEMENT, Benjamin
dc.contributor.authorROY, Didier
dc.contributor.authorOUDEYER, Pierre-Yves
hal.structure.identifierBordeaux population health [BPH]
dc.contributor.authorSAUZEON, Helene
IDREF: 166626473
dc.date.accessioned2022-08-22T13:44:31Z
dc.date.available2022-08-22T13:44:31Z
dc.date.issued2022-06
dc.identifier.issn1360-2357 1573-7608en_US
dc.identifier.urihttps://oskar-bordeaux.fr/handle/20.500.12278/140551
dc.description.abstractEnFew technology-based interventions have addressed mathematical and numeracy skills of individuals with autism spectrum disorder (ASD). However, children and adolescents with ASD may experience difficulties in mathematical learning, and even be behind their peers at school. Intelligent Tutoring System (ITS) is an innovative way for enhancing teaching programs through learning optimization algorithms coping interindividual differences in the educational curriculum progress. They have been used with success with typically-developed students for levering on the linkage learning-motivation, but remains at a theoretical stage for students with ASD and/or intellectual disability (ID). We conducted a pilot study to assess an ITS-based intervention embedded into the KidLearn application for instructing mathematical skills (i.e., adding and subtracting numbers between 0 and 100). Twenty-four secondary school students with ASD and/or intellectual disability, enrolled from special education classrooms, have been recruited: 14 students received the KidLearn intervention, while the 10 others received control intervention. Pre-post assessments showed that calculation and motivational measures were significantly improved in KidLearn condition compared to the control condition. ITS intervention appeared relevant for calculation learning in the setting of special education.
dc.language.isoENen_US
dc.subject.enAutism spectrum disorder
dc.subject.enIntelligent tutoring system
dc.subject.enMathematical instruction
dc.subject.enSpecial need education
dc.title.enPilot study of an intervention based on an intelligent tutoring system (ITS) for instructing mathematical skills of students with ASD and/or ID
dc.typeArticle de revueen_US
dc.identifier.doi10.1007/s10639-022-11129-xen_US
dc.subject.halSciences du Vivant [q-bio]/Santé publique et épidémiologieen_US
bordeaux.journalEducation and Information Technologiesen_US
bordeaux.hal.laboratoriesBordeaux Population Health Research Center (BPH) - UMR 1219en_US
bordeaux.institutionUniversité de Bordeauxen_US
bordeaux.institutionINSERMen_US
bordeaux.teamACTIVE_BPHen_US
bordeaux.peerReviewedouien_US
bordeaux.inpressnonen_US
bordeaux.identifier.funderIDFondation Orangeen_US
bordeaux.identifier.funderIDInstitut national de recherche en informatique et en automatique (INRIA)en_US
hal.identifierhal-03757613
hal.version1
hal.date.transferred2022-08-22T13:44:39Z
hal.exporttrue
dc.rights.ccPas de Licence CCen_US
bordeaux.COinSctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Education%20and%20Information%20Technologies&rft.date=2022-06&rft.eissn=1360-2357%201573-7608&rft.issn=1360-2357%201573-7608&rft.au=MAZON,%20Cecile&CLEMENT,%20Benjamin&ROY,%20Didier&OUDEYER,%20Pierre-Yves&SAUZEON,%20Helene&rft.genre=article


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