The Use of Generative Artificial Intelligence in Identifying and Extracting Single Case Participant Demographics Data

IF 2.1 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2025-07-24 DOI:10.1177/07419325251352181

Conrad Oh-Young, Jennifer Buchter, Chelsea W. Morgan, Christine Clark

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引用次数: 0

Abstract

Performing research syntheses can be challenging due to time, labor, and monetary costs. This manuscript presents the findings of two studies that investigate the usability and feasibility of artificial intelligence (AI) systems to assist with performing research syntheses. In Study 1, participant demographics data coded by humans were compared against data extracted using ChatGPT-4 and Google Bard from 67 single case research design (SCRD) studies in which infants, toddlers, and young children participated. Both AIs achieved interobserver agreement values above 96% for data related to participants’ names, ages, genders, race/ethnicities, and disabilities/conditions. Study 2 compared the time it took two human coders to extract participant demographics data from an additional 40 SCRD studies against ChatGPT-4. ChatGPT-4 extracted data from the studies faster than the human coders. Alhough both AIs may not be ready to autonomously perform research syntheses, findings suggest that both can assist researchers with the coding process.

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生成式人工智能在识别和提取单个案例参与者人口统计数据中的应用

由于时间、劳动力和金钱成本的原因，进行研究合成可能具有挑战性。本文介绍了两项研究的结果，这些研究调查了人工智能（AI）系统的可用性和可行性，以协助进行研究综合。在研究1中，将人类编码的参与者人口统计数据与使用ChatGPT-4和b谷歌Bard从67个婴儿、幼儿和幼儿参与的单例研究设计（SCRD）研究中提取的数据进行比较。对于参与者的姓名、年龄、性别、种族/民族和残疾/状况等相关数据，两种人工智能的观察者间一致性值均达到96%以上。研究2比较了两名人类编码员从另外40项针对ChatGPT-4的SCRD研究中提取参与者人口统计数据所花费的时间。ChatGPT-4从研究中提取数据的速度比人类编码人员快。虽然这两种人工智能可能还没有准备好自主地进行研究合成，但研究结果表明，它们都可以帮助研究人员进行编码过程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.