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Artificial Intelligence Enabled Personalised Assistive Tools to Enhance Education of Children with Neurodevelopmental Disorders—A Review

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dc.contributor.authorPrabal Datta Baruaen_US
dc.contributor.authorJahmunah Vicneshen_US
dc.contributor.authorRaj Gururajanen_US
dc.contributor.authorShu Lih Ohen_US
dc.contributor.authorElizabeth Palmeren_US
dc.contributor.authorMuhammad Mokhzaini Azizanen_US
dc.contributor.authorNahrizul Adib Kadrien_US
dc.contributor.authorU Rajendra Acharyaen_US
dc.date.accessioned2024-05-28T06:11:15Z
dc.date.available2024-05-28T06:11:15Z
dc.date.issued2022
dc.date.submitted2022-11-25
dc.descriptionInt. J. Environ. Res. Public Health 2022, 19(3), 1192; https://doi.org/10.3390/ijerph19031192en_US
dc.description.abstractMental disorders (MDs) with onset in childhood or adolescence include neurodevelopmental disorders (NDDs) (intellectual disability and specific learning disabilities, such as dyslexia, attention deficit disorder (ADHD), and autism spectrum disorders (ASD)), as well as a broad range of mental health disorders (MHDs), including anxiety, depressive, stress-related and psychotic disorders. There is a high co-morbidity of NDDs and MHDs. Globally, there have been dramatic increases in the diagnosis of childhood-onset mental disorders, with a 2- to 3-fold rise in prevalence for several MHDs in the US over the past 20 years. Depending on the type of MD, children often grapple with social and communication deficits and difficulties adapting to changes in their environment, which can impact their ability to learn effectively. To improve outcomes for children, it is important to provide timely and effective interventions. This review summarises the range and effectiveness of AI-assisted tools, developed using machine learning models, which have been applied to address learning challenges in students with a range of NDDs. Our review summarises the evidence that AI tools can be successfully used to improve social interaction and supportive education. Based on the limitations of existing AI tools, we provide recommendations for the development of future AI tools with a focus on providing personalised learning for individuals with NDDsen_US
dc.identifier.citationBarua, P.D.; Vicnesh, J.; Gururajan, R.; Oh, S.L.; Palmer, E.; Azizan, M.M.; Kadri, N.A.; Acharya, U.R. Artificial Intelligence Enabled Personalised Assistive Tools to Enhance Education of Children with Neurodevelopmental Disorders—A Review. Int. J. Environ. Res. Public Health 2022, 19, 1192. https:// doi.org/10.3390/ijerph19031192en_US
dc.identifier.doi10.3390/ijerph19031192
dc.identifier.epage26
dc.identifier.issn1660-4601
dc.identifier.issue2022
dc.identifier.other2494-11
dc.identifier.spage1
dc.identifier.urihttps://www.mdpi.com/1660-4601/19/3/1192
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/7145
dc.identifier.volume2022
dc.language.isoenen_US
dc.publisherMDPIen_US
dc.relation.ispartofInternational Journal of Environmental Research and Public Healthen_US
dc.subjectneurodevelopmental disorders; mental disorders; personalisation; artificial intelligence; machine learningen_US
dc.titleArtificial Intelligence Enabled Personalised Assistive Tools to Enhance Education of Children with Neurodevelopmental Disorders—A Reviewen_US
dc.typeArticleen_US
dspace.entity.typePublication

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