AI-based educational interventions for enhancing cognitive learning processes in students with disabilities: A meta-analysis

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2026-04-01 Epub Date: 2026-01-30 DOI:10.1016/j.lindif.2026.102876

Feiyi Han, Meng Deng, Tingrui Yan, Haiping Wang

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引用次数: 0

Abstract

Guided by the Cognitive Learning Processes Adaptation Model (CLPAM), this meta-analysis provides a theory-driven synthesis of how AI-based educational interventions support core cognitive learning processes in students with disabilities. The study aims to clarify the cognitive mechanisms through which AI interventions influence learning by focusing on attention regulation, cognitive load management, and memory storage. Drawing on 42 effect sizes from 20 studies published between 2010 and 2025, random-effects models revealed a significant overall effect of AI-based interventions on cognitive learning processes (g = 0.726). Domain-specific analyses demonstrated robust effects for attention regulation (g = 0.817), memory storage (g = 0.783), and cognitive load management (g = 0.691). Moderator analyses indicated that robotics-based interventions, structured teaching approaches, and moderate levels of AI interactivity were associated with larger cognitive gains. By organizing evidence around theoretically defined cognitive processes, this study advances understanding of AI-supported learning mechanisms and informs theory-driven inclusive educational practice.

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基于人工智能的教育干预提高残疾学生认知学习过程：一项荟萃分析

在认知学习过程适应模型（CLPAM）的指导下，本荟萃分析提供了基于人工智能的教育干预如何支持残疾学生核心认知学习过程的理论驱动综合。本研究旨在通过关注注意力调节、认知负荷管理和记忆存储，阐明人工智能干预影响学习的认知机制。根据2010年至2025年间发表的20项研究的42个效应量，随机效应模型显示，基于人工智能的干预对认知学习过程的总体影响显著（g = 0.726）。特定领域的分析表明，注意调节（g = 0.817）、记忆存储（g = 0.783）和认知负荷管理（g = 0.691）具有显著的效果。主持人分析表明，基于机器人的干预、结构化的教学方法和适度的人工智能互动水平与更大的认知收益相关。通过组织围绕理论定义的认知过程的证据，本研究促进了对人工智能支持的学习机制的理解，并为理论驱动的全纳教育实践提供信息。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).