This study explores the intersection of artificial intelligence (AI) and disability in education through a comprehensive bibliometric analysis. By analyzing 777 documents retrieved from the Scopus database, the study identifies key trends, themes, and emerging patterns in research related to AI and disability in education. The research design adopts a bibliometric approach, leveraging the Bibliometrix software for data analysis. The study reveals the most frequently used keywords, trend topics, and thematic maps, providing insights into the evolution of research in this domain. The conclusion underscores the potential of AI applications in education for individuals with disabilities, highlighting the contributions made to identifying special needs and facilitating personalized learning. Despite the promising prospects, the study acknowledges the need for continued research to address ethical concerns, improve application effectiveness, and enhance the training of experts in the field of special education.

ChatGPT has been increasingly serving as a helpful assistant for English as foreign language (EFL) learners, playing an undeniably important role in language learning assistance. However, few studies have investigated the impact of ChatGPT on the writing of EFL learners from an empirical research perspective. This study compares English outlines written by learners without ChatGPT assistance and their revised outlines with ChatGPT assistance. Discourse analysis of student writing results indicates that ChatGPT helps improve students' writing logical structure, enrich the content of student writing, assist students in polishing vocabulary and grammar, and enhance students' writing ability. Reflection essays show that students have a positive attitude toward using ChatGPT in writing. This study finds that ChatGPT is a useful auxiliary tool for language learning. But to make it beneficial for student learning, schools and teachers must be aware of its limitations and provide students with sufficient guidance.

This article examines the organisation of feedback in intelligent learning systems with a view to offering practical approaches to improving the educational process. Feedback is a crucial element in education, and in recent years its importance has increased significantly in light of the development of information technology and learning platforms. The paper presents an overview of the various methods and technologies employed to organise feedback in intelligent learning systems. Particular emphasis is placed on machine learning algorithms, adaptive learning systems and interactive communication tools that facilitate the creation of personalised educational environments for students. Based on the analysis of various educational practices and research, recommendations were formulated to optimize the feedback process in order to improve the quality of education and motivation of students.

Speech-to-text recognition (STR) usage in lectures in English as the medium of instruction (EMI) has been recognized as an assistive technology, but previously reported studies have neglected to investigate the benefits of speech-enabled language translation (SELT) for learning. This study used either STR or SELT to help students in EMI lectures, specifically to increase their attention and meditation and also to decrease their learning anxiety. In this study, we used a mixed research method and collected the data as perceptions and mental state. Sixty-three students attended the lectures and they were categorized into two groups. Students in the STR group (n = 30) were exposed to STR texts, whereas the students in the SELT group (n = 33) were exposed to SELT texts; the affective factors in their learnings were also compared. The results showed that on comparison the attention and meditation levels in the SELT group were higher than those in the STR group, the learning anxiety decreased in lectures with SELT support, and the SELT group positively perceived the usefulness of SELT for learning. Based on the findings of this study, implications were drawn and suggestions were provided.

We explored the effects of familiarity with mobile-assisted language learning environments (MALLE) on creativity. We administered English as a foreign language (EFL) course to university students. They learned EFL in class and then used new knowledge to apply it to the real world using mobile technology after class. All students were assigned to 3 groups: (1) students who learned in unfamiliar MALLE, (2) students who learned in familiar MALLE, and (3) students who learned in unfamiliar MALLE but with familiarization strategies. We evaluated and compared content of essays composed by students from 3 groups to explore the effects of familiarity with MALLE on students’ creativity. Our results evealed that students in the second and third groups (i.e. those who were already familiar with MALLE and those who become familiar with MALLE thanks to familiarization strategies) outperformed students in the first group (i.e. those who were not familiar with MALLE). This result may suggest that creativity of students was affected by their familiarity with MALLE. Based on this finding we suggest that instructors consider familiarization of students with MALLE when their language learning process takes place in the real world.

An online cross-cultural learning project was implemented in this study. High school students from China and Uzbekistan participated in the project and an online learning environment was created. The participants communicated and exchanged culture-related information with each other to learn culture and traditions of their partners. To address the language gap (i.e. the participants had no language in common), speech-enabled language translation technology was employed: when a student spoke in her native language, the technology translated speech content into her partner's native language. We explored whether the cross-cultural learning project supported by speech-enabled language translation technology could facilitate cross-cultural understanding of the participants. In addition, the participants' perceptions of the technology were investigated. The results demonstrated that cross-cultural learning took place and the participants had positive perceptions of the technology. We suggest, based on our results, that educators and researchers may consider our approach for their future online cross-cultural learning projects.

In this study, we compared the effects of speech-to-text recognition (STR) versus speech-enabled language translation (SELT) on comprehension of lecture content in a foreign language. When the instructor lectured in a foreign language, the STR system generated texts from the voice input and showed them to control students. During the SELT process, in addition to the STR function of receiving speech input from the instructor, CAT translated the STR output from a foreign language into native language of the students, and displayed it to experimental students. We compared post-test results of the control and experimental students. Our results showed that the experimental students outperformed the control students on the post-tests. Based on our results, some implications were made.

In this paper, images generated from pinyin and actual written simplified characters are comprehensively analyzed through Internet and electronic device usage. The study is based on current usage of most frequently used Chinese simplified characters in smart phones, mobile devices and in WWW. Generally a Chinese character carries significant meaning, and evolved over the years through representation of objects in nature, this study focuses on emphasizing understanding a text in the form of limited images. The main focus is to generate optimized image of a sentence or sequence of sentences in the form of images, so that anyone could visualize the meanings without being fluent in Chinese language. In addition, we try to establish, how the individual simplified Chinese characters, carry the meaning in the context of Internet usage, and how they can carry higher meanings through images to readers of non-Chinese. As Chinese characters are usually entered through pinyin, a system of phonetic notation, we have considered pinyin along with radicals and simplified characters.

We applied a speech-to-text recognition (STR) and computer-aided translation (CAT) systems to support multi-lingual communications students participating in cross-cultural learning project. The participants were engaged in interactions and information exchanges in order to learn and understand cultures and traditions of their peers. Their communications were carried out in their native languages on social communication platforms. The participants spoke and STR system generated texts from their voice inputs. CAT system then simultaneously translated STR-texts into English. Finally, translated texts were posted on social communication platforms along with spoken content in the participants' native languages. We aimed to examine accuracy rates of processes associated with STR and CAT for different languages during multi-lingual communications in our cross-cultural learning project. In addition, the feasibility of our approach to support multi-lingual communications in cross-cultural learning project was investigated. Our results showed that the lowest accuracy rate was for Mongolian and Filipino and the highest was for Spanish, Russian, and French. Our results also demonstrated that cross-cultural learning took place, the participants understood and were able to explain foreign traditions to others as well as to compare foreign traditions with their own local. Based on our results, we made several suggestions and implications for the teaching and research community.

A Kinect-based feedback system is developed for static balance ability training in this study. It includes three parts: (1) a series of demonstrations of training movements, (2) evaluation of user's gesture, and (3) real time feedback. We tested the feasibility of our feedback system to improve static balance ability with twelve participants. The participants learned and performed three movements and our system provided a feedback (positive or negative) simultaneously regarding their performance. The participants then tried to improve their performance based on received feedback. To test the feasibility of our feedback system, we carried out balance ability pre-test before our activity and balance ability post-test after the activity, and after that, we compared the difference among results. Our findings showed that balance ability of the participants significantly increased from the beginning of the activity to the end. This suggests that our Kinect-based feedback system is beneficial for static balance ability development. The feedback system was very useful because it provided feedback regarding the participants' performance and the participants used it to adjust their movements and postures.

We provide texts generated by speech-to-text-recognition (STR) technology for non-native English speakers during lectures in English. We aim to test the feasibility of our approach. Our results show that participants who learned with STR-texts outperformed those who learned without them. Results also show no significant effect of STR-texts on post-test scores of the low and high ability participants after controlling for the effect of learning ability. Besides, there is no significant difference in cognitive load and anxiety of the low and high ability participants. Based on our findings several implications are made for the teaching and research communities.

This study aimed to explore the effectiveness of applying the speech-to-text recognition (STR) technology during lectures in English on learning performance of non-native English students. Furthermore, how useful texts generated by the STR for students of different English as foreign language (EFL) ability during different difficulty level lectures was explored. For this reason, one experiment was carried out in this study. Two lectures, one is intermediate difficulty level lecture and the other is advanced, were administered in a traditional classroom and the STR was adopted to aid students' learning. Results of this study showed that students who used STR-generated texts outperformed students who did not use them. According to students, STR-texts were useful to follow the instructor, clarify some words, confirm what the lecturer has said, make up missed information, and enhance understanding. It was found that STR-texts were beneficial for learning of low EFL ability students during both lectures while high EFL ability students only used STR-texts during the advanced level lecture. Based on these results, several suggestions and implications for teaching and research community are proposed in this study.

This study aimed to evaluate how differently co-located users perform and interact while solving problems by using existing and newly developed interaction mechanisms of a multi-touch tabletop system on a large-size tabletop display. Furthermore, this study aimed to investigate users’ perceived situation awareness due to the system. This study conducted one experiment and introduced three newly developed interaction mechanisms: two-way rubber band, drag-and-response, and centre collection area. Two-way rubber band enables users not only to send but also to request digital objects. Drag-and-response allows users to accept or to reject digital objects sent by others; therefore, it eliminates conflicting situations and interference. Centre collection area stores, organises, and manages shared digital resources on a surface of a tabletop display, so that users have an overall picture of available resources. This paper discusses results of an experiment, research findings, and implications along with conclusions and several suggestions for future development and research.

One major drawback of previous research on speech-to-text recognition (STR) is that most of their findings showing an effectiveness of STR for learning in traditional classroom were based on subjective evidences. Very few studies have used eye-tracking techniques to investigate visual attention of students on STR generated text. Furthermore, not much attention was paid to learning differences (i.e. Learning ability) to use STR-text. Therefore, this study carried out one experiment in which participants' visual attention on STR generated text during lectures was investigated by employing eye-tracking technique. Besides, how differently effective STR-text can be to influence participants' learning achievement was tested. Furthermore, this paper discusses results, research findings, and implications along with conclusions and several suggestions for future development and research.

This study aimed to investigate effects of unidirectional versus reciprocal teaching strategies on computer programming learning. Thus, this study conducted an experiment with participating novice programmers, who applied no strategies, unidirectional, and reciprocal teaching strategies for computer programming learning by using a web-based learning system (VPen). Yet, this study explored participants' perceptions toward the VPen system and the strategies. The paper reports results of this study as well as it provides useful suggestions on application of the strategies by using the VPen for teaching and research community of this field and for future studies.

In this study we proposed self-assessment with prompts, learning journal and referencing through sharing learning methods for regulation of cognition with one annotation system called VPen. We also aimed to investigate the effectiveness of the learning methods on web-based programming learning performance and achievement. The results of this study revealed students perceived the learning methods are useful for the strategies of regulation of cognition. We also found that self-assessment with prompts, learning journal and referencing through sharing of learning performance and behavior significantly correlate with each other and learning achievement. In addition, the results revealed learning journal brings more effect on learning performance and achievement than self-assessment with prompts.

This study aimed to apply Speech to Text Recognition (STR) for individual oral presentations and group discussions of students in a synchronous cyber classroom. An experiment was conducted to analyze the effectiveness of applying STR on learning performance. Students' perceptions and behavioral intentions toward using STR were also investigated. The results revealed students of the experimental group performed significantly better compared to students of the control group in writing essays, intermediate test and post-test. In addition, students perceived the STR was easy to use and useful for learning. Most of the students expressed that they are willing to use the STR for learning in the future. The results of this study showed that the STR is beneficial to students' oral presentations and group discussions in a synchronous cyber classroom so as to improve their overall learning achievement.

In the study, one Web annotation system VPen was proposed for facilitating students to foster metacognition by reviewing self and otherspsila annotation and homework. Annotations are personally meaningful and useful for individual reflection later, while homework sharing is generally useful for all because it is assigned by instructors. Therefore, through reviewing these two products, annotation and homework, some metacognition may occur. We conducted the quasi experiment employing VPen system to study the influence of reviewing annotation and homework on math learning. The results showed that reviewing selfpsilas annotation and homework had significant influence on learning achievements. Regarding consulting otherspsila annotation and homework, some interesting different phenomena were obtained; for consulting otherspsila annotation, less usefulness was found on learning achievement because annotation is usually meaningful and useful to it owner only, while consulting otherspsila homework is more useful because all students need to solve homework and can get much benefits from studying other solving methods. From this study, we suggested that the design of learning activities should consider not only taking annotation and homework but also promoting students to review them in order to foster metacognition.