The Role of Artificial Intelligence in Enhancing Learning Motivation among Deaf and Hard-of-Hearing Students: Teachers’ Perspectives
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Abstract
This study investigates the role of artificial intelligence (AI) in enhancing learning motivation among DHH students from the perspective of teachers. As AI technologies become more directly involved in the educational environment, the phenomena of whether they can enhance accessibility, interaction, and engagement in learners with disabilities are gaining more and more attention, especially in the case of deaf and hard-of-hearing learners. The research assumed a descriptive survey design and focused on 120 teachers who had to work with Deaf and Hard-of-Hearing (DHH) students DHH in special education settings. The results showed that teachers tended to have a positive attitude towards the use of AI to encourage DHH students to learn. The AI-based technologies were considered effective in enhancing the engagement of students, their access to the learning materials, and the development of more interactive and inclusive learning space. The findings also indicated a number of challenges that can constrain the successful adoption of AI in special education which involve a lack of teacher training, lack of technology, and technological barriers in learning institutions. Also, the study revealed no statistically significant differences in the perceptions of the teachers based on demographic variables, which means that the respondent has relatively close recognition of the importance of AI. The research concludes that AI may potentially be effectively used as a means of motivation to learn among DHH students in case they have the requisite infrastructure, training, and policy guidance available at schools. The results are relevant to the existing literature on the topic of inclusive education and the practical implications of this research on teachers, schools, and policymakers who want to apply AI in special education.
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