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 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

SUBMITTER: Li G 

PROVIDER: S-EPMC11010416 | biostudies-literature | 2024 Apr

REPOSITORIES: biostudies-literature