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Technology Review of Magic School AI: An Intelligent Way for Education Inclusivity and Teacher Workload Reduction

Gorde:
Argitaratua izan da:Education Sciences vol. 15, no. 8 (2025), p. 963-982
Egile nagusia: Li Xiaying
Beste egile batzuk: Li, Belle, Li, Jianing, Su-Je, Cho
Argitaratua:
MDPI AG
Gaiak:
Students
Collaboration
Learning disabilities
Inclusive education
Artificial intelligence
Learning
Influence of Technology
Addition
Equal Education
Individualized Programs
Educational Technology
Individualized Instruction
Language Impairments
Special Needs Students
Individualized Education Programs
Art Teachers
Access to Education
Student Needs
General Education
Expectation
Data Analysis
Grade 9
Instructional Material Evaluation
Grade 11
Grade 7
Autism Spectrum Disorders
Learner Engagement
Educational Strategies
Educational Equity (Finance)
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Laburpena:Students with special needs often require more assistance and attention to meet their educational needs. However, schools frequently grapple with a critical shortage of special education teachers and support staff. This shortage of special education teachers can result in limited resources for general and subject teachers (e.g., math, science), making it challenging to provide individualized support to students with special needs. Specifically, subject teachers may struggle to design effective curricular content modifications and accommodations for such students without the guidance and suggestions of special education teachers. Artificial Intelligence (AI) technologies can provide some support for teachers and schools in meeting the needs of students with special needs. Also, AI may help reduce teachers’ workload. In this technology review, we assess the capabilities of Magic School AI (MSAI) in providing accommodations and modifications to assist teachers in streamlining their workload and fostering inclusivity in their classrooms. We examined five functions: text leveler, text scaffolders, assignment scaffolder, exemplar and non-examples, and sentence starters. Additionally, we discuss the limitations of MSAI and conclude by suggesting potential improvements for the system.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15080963
Baliabidea:Education Database