Impact of Artificial Intelligence Assisted Instruction on Classroom Behavior and Adaptive Functioning in Students with Learning Disabilities

Abstract

Objective: To evaluate the artificial intelligence-assisted instruction may influence classroom behavior and to explore its possible association with adaptive functioning in students with learning disabilities.

Study Design: A quasi-experimental study
Place and Duration of Study: This study was conducted at the Department of Community Health Nursing, College of Nursing, University of Babylon, Babylon Iraq from 01.02.2025 to January 2026.

Methods: A quasi-experimental design with pretest and posttest control groups was implement on a sample of 60 primary school students diagnosed with dyslexia, dyscalculia, or dysgraphia in Babylon, Iraq in the 01.02.2025 to January 2026 academic year letter No. 3434/QM/Approval/EFEF3 dated October 2, 2024 were enrolled. Participants were divided into an experimental group (n = 30), which received artificial ingelligence-supported instruction for eight weeks, and a control group (n = 30), which continued with traditional teaching methods.

Results: Students in the experimental group demonstrated a statistically significant improvement in classroom behavior across the study period (F(2,58) = 312.85, p<0.001, partial η² = 0.915), with notable progress from pretest to posttest that remained stable during follow-up assessment. In contrast, no statistically significant changes were observed in the control group (p>0.05), indicating the limited effect of conventional instruction alone.

Conclusion: The adoption of artificial intelligence-based instructional methods in special education settings is therefore encouraged.