The role of GPT in promoting inclusive higher education for people with various learning disabilities: a review

被引：0

作者：

Gadekallu, Thippa Reddy ^{[1
,2
,3
,4
,5
,10
]}

Yenduri, Gokul ^{[6
,10
]}

Kaluri, Rajesh ^{[2
]}

Rajput, Dharmendra Singh ^{[2
]}

Lakshmanna, Kuruva ^{[2
]}

Fang, Kai ^{[7
]}

Chen, Junxin ^{[8
]}

Wang, Wei ^{[9
,10
]}

机构：

[1] Department of Electrical and Computer Engineering, Lebanese American University, Byblos

[2] School of Computer Science Engineering and Information Systems, Vellore Institute of Technology University, Tamil Nadu

[3] Zhongda Group, Jiaxing

[4] College of Information Science and Engineering, Jiaxing University, Jiaxing

[5] Division of Research and Development, Lovely Professional University, Phagwara

[6] School of Computer Science and Engineering, VIT-AP University, Andhra Pradesh, Amaravati

[7] School of Mathematics and Computer Science, Zhejiang Agricultural and Forestry University, Hangzhou

[8] School of Software, Dalian University of Technology, Dalian

[9] Guangdong-Hong Kong-Macao Joint Laboratory for Emotional Intelligence and Pervasive Computing, Artificial Intelligence Research Institute, Shenzhen MSU-BIT University, Shenzhen

[10] School of Medical Technology, Beijing Institute of Technology, Beijing

来源：

PeerJ Computer Science | 2025年 / 11卷

关键词：

Generative pre-trained transformer; Higher education;

D O I：

10.7717/PEERJ-CS.2400

中图分类号：

学科分类号：

摘要：

The generative pre-trained transformer (GPT) is a notable breakthrough in the field of artificial intelligence, as it empowers machines to effectively comprehend and engage in interactions with humans. The GPT exhibits the capacity to enhance inclusivity and accessibility for students with learning disabilities in the context of higher education, hence potentially facilitating substantial advancements in the field. GPT can provide personalized and diverse solutions that successfully cater to the distinct requirements of students with learning disabilities. This motivated us to conduct an extensive review to assess the effectiveness of GPT in enhancing accessibility and inclusivity in higher education for students with learning disabilities. This review offers a comprehensive analysis of the GPT and its significance for enhancing inclusivity in the field of higher education. In this research, we also examined the possible challenges and constraints associated with the integration of GPT into inclusive higher education, along with potential solutions. Overall, this review is intended for educators, students with and without learning disabilities, policymakers, higher education institutes, researchers, and educational technology developers. This review aims to provide a comprehensive understanding of GPT in promoting inclusive higher education for people with various learning disabilities, its impacts on inclusive higher education, emerging challenges, and potential solutions. Copyright 2025 Gadekallu et al.

引用

共 111 条

[1]

Agrawal S, Sarkar S, Aouedi O, Yenduri G, Piamrat K, Alazab M, Bhattacharya S, Maddikunta PKR, Gadekallu TR., Federated learning for intrusion detection system: concepts, challenges and future directions, Computer Communications, 195, pp. 346-361, (2022)

[2]

Alam A., Possibilities and apprehensions in the landscape of artificial intelligence in education, 2021 international conference on computational intelligence and computing applications (ICCICA), pp. 1-8, (2021)

[3]

Ali AH, Alajanbi M, Yaseen MG, Abed SA., Chatgpt4, DALL·E, Bard, Claude, BERT: open possibilities, Babylonian Journal of Machine Learning, 2023, pp. 27-28, (2023)

[4]

Allison KM, Cordella C, Iuzzini-Seigel J, Green JR., Differential diagnosis of apraxia of speech in children and adults: a scoping review, Journal of Speech, Language, and Hearing Research, 63, 9, pp. 2952-2994, (2020)

[5]

Alyasiri OM, Ali AH., Exploring GPT-4’s characteristics through the 5Vs of big data: a brief perspective, Babylonian Journal of Artificial Intelligence, 2023, pp. 5-9, (2023)

[6]

Arday J, Zoe Belluigi D, Thomas D., Attempting to break the chain: reimaging inclusive pedagogy and decolonising the curriculum within the academy, Educational Philosophy and Theory, 53, 3, pp. 298-313, (2021)

[7]

Attili VR, Annaluri SR, Gali SR, Somula R., Behaviour and emotions of working professionals towards online learning systems: sentiment analysis, International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 12, 2, pp. 26-43, (2020)

[8]

Balkus S, Yan D., Improving short text classification with augmented data using GPT-3, (2022)

[9]

Banker SM, Ramphal B, Pagliaccio D, Thomas L, Rosen E, Sigel AN, Zeffiro T, Marsh R, Margolis AE., Spatial network connectivity and spatial reasoning ability in children with nonverbal learning disability, Scientific Reports, 10, (2020)

[10]

Basham JD, Hall TE, Carter RA, Stahl WM., An operationalized understanding of personalized learning, Journal of Special Education Technology, 31, 3, pp. 126-136, (2016)

← 1 2 3 4 5 6 7 8 9 10 →