Abstract
Children with Autism Spectrum Disorder (ASD) share certain difficulties but being autistic will affect them in different ways in terms of their level of intellectual ability. Children with high functioning autism or Asperger syndrome are very intelligent academically but they still have difficulties in social and communication skills. Many of these children are taught within mainstream schools but there is a shortage of specialised teachers to deal with their specific needs. One solution is to use a virtual tutor to supplement the education of children with ASD in mainstream schools. This paper describes research to develop a novel Arabic Conversational Intelligent Tutoring System, called LANA-I, for children with ASD that adapts to the Visual, Auditory and Kinaesthetic learning styles model (VAK) to enhance learning. This paper also proposes an evaluation methodology and describes an experimental evaluation of LANA-I. The evaluation was conducted with neurotypical children and indicated promising results with a statistically significant difference between user’s scores with and without adapting to learning style. Moreover, the results show that LANA-I is effective as an Arabic Conversational Agent (CA) with the majority of conversations leading to the goal of completing the tutorial and the majority of the correct responses (89%).
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Aljameel, S., O’Shea, J., Crockett, K., Latham, A., Kaleem, M. (2019). LANA-I: An Arabic Conversational Intelligent Tutoring System for Children with ASD. In: Arai, K., Bhatia, R., Kapoor, S. (eds) Intelligent Computing. CompCom 2019. Advances in Intelligent Systems and Computing, vol 997. Springer, Cham. https://doi.org/10.1007/978-3-030-22871-2_34
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