A Learning Disabilities Model and Solutions Collection for an Adaptive Dialogue System for teaching

  • Mohammed Taouil Faculty of Sciences and Techniques University Sidi Mohamed Ben Abdellah Fez
  • Ahlame BEGDOURI Faculty of Sciences and Techniques University Sidi Mohamed Ben Abdellah Fez
  • Aicha Majda Faculty of Sciences and Techniques University Sidi Mohamed Ben Abdellah Fez

Abstract

Abstract— In the last decade, a large rise in the number of learners with learning difficulties has been observed. This problem is serious since it has a direct impact on the education of young children and their integration into society in the future. The adoption of tools supported by ICTs is a good solution to help them to succeed in their learning. These solutions become more motivating when it comes to presenting them as a serious game or even as an intelligent dialogue system. The main goal of our research is the design of an adaptive intelligent dialogue system, as a learning support to an apprentice with learning disabilities. Several studies have been conducted in this direction, but each of them dealt with a specific learning difficulty and a unified vision of the learning disabilities remains an increased need. In this paper, we aim to propose a representative data model of Learning disabilities as well as a collection of ICT supported solutions organized according to this classification of learning disabilities. Both, the data model and the solutions, will be exploited later to design an adaptive dialogue system for children with learning difficulties.
Published
Oct 23, 2019
How to Cite
TAOUIL, Mohammed; BEGDOURI, Ahlame; MAJDA, Aicha. A Learning Disabilities Model and Solutions Collection for an Adaptive Dialogue System for teaching. International Journal of Information Science and Technology, [S.l.], v. 3, n. 6, p. 15 - 25, oct. 2019. ISSN 2550-5114. Available at: <https://innove.org/ijist/index.php/ijist/article/view/117>. Date accessed: 13 june 2024. doi: http://dx.doi.org/10.57675/IMIST.PRSM/ijist-v3i6.117.
Section
Special Issue : LEarning Disabilities and ICT Support