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This paper describes a participatory design approach involving children with special education needs (SEN) and their teachers in the design of AI explanations for a maths learning environment. Findings from these design activities indicate that the children were particularly curious about how the AI ‘learned’ maths. The teachers wanted not only information about the AI algorithm but also information about the data used by the AI and ethical considerations. These findings could provide practical insights to inform further design of transparent and accessible AIED systems especially for SEN children.

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Developing Artificial Intelligence Explanations for Technology Enhanced Learning with and for Special Educational Needs Children and Teachers

  • 会议论文

  • 发表日期：

    2025年

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  • Beate Grawemeyer,
  • Manolis Mavrikis

摘要

This paper describes a participatory design approach involving children with special education needs (SEN) and their teachers in the design of AI explanations for a maths learning environment. Findings from these design activities indicate that the children were particularly curious about how the AI ‘learned’ maths. The teachers wanted not only information about the AI algorithm but also information about the data used by the AI and ethical considerations. These findings could provide practical insights to inform further design of transparent and accessible AIED systems especially for SEN children.