Using a Chatbot Integrated with Video Prompting to Enhance Mathematical Word Problem-Solving Skills in Primary School Students with Intellectual Disabilities

The purpose of this study was to investigate the effectiveness of using a chatbot combined with video prompting instructions in improving the mathematical word problem-solving abilities of primary school students with intellectual disabilities. This study adopted a single-subject design with multiple probes across participants. The independent variable was the intervention mode of using a chatbot combined with video prompting instructions, while the dependent variable was the performance of the participants in solving mathematical word problems. The participants of this study were three primary school students with mild intellectual disabilities in grades 4–5. During the intervention period, the teaching activities using the chatbot combined with video prompting instructions were conducted. The intervention period consisted of a total of 12 sessions, with each teaching session lasting for 30 min. In the data analysis, a combination of visual analysis and the Tau-U test was used to analyze the results. Additionally, qualitative data from interviews with the participants and teachers were collected and utilized. The findings revealed a significant improvement in the participants’ accuracy of problem-solving after the instructional intervention. The Tau-U values exhibited a large effect from the baseline period to the treatment period, indicating immediate learning effects. Furthermore, all three participants and their resource class teacher expressed a positive attitude towards the effectiveness of the instructional approach. This study provides specific recommendations and examples for future special education teachers on how to apply the integration of chatbots and video prompting strategies in resource classroom teaching. These suggestions can serve as a reference for developing relevant teaching materials, lesson plans, and conducting instruction.