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Design and Evaluation of a Generative Artificial Intelligence-Based Tool for Students with Learning Disabilities in Kenya
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A doctoral proposal outlining a planned GenAI-based prototype and theoretical framework for supporting students with learning disabilities in Kenya, with a systematic review completed and prototype evaluation still future work.
Problem
Students with learning disabilities in Kenyan education face limited accessibility, specialized tools, and evidence on how generative AI can produce measurable learning outcomes for them.
Approach
Proposes a theoretical framework for designing GenAI-based tools for students with LDs (early identification, constructivist and experiential learning, teacher support, adaptive assessment, policy) and plans to build and evaluate a mobile-integrated prototype using Design Science Research.
Key results
- No empirical results are reported; the paper describes a planned prototype and a proposed conceptual framework.
- A systematic review was conducted in the first phase to identify research gaps on GenAI for students with LDs (no quantitative findings given).
Limitations
- Prototype has not yet been built or evaluated; outcomes are prospective.
- No specific GenAI model or implementation details are specified.
- Framework is conceptual and not validated empirically in the text.
Experimental setup
Builds on: Design Science Research
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