人工智能作为真实游戏：在新墨西哥州农村地区为残疾学生启蒙科学教育
Artificial intelligence as a real game to enlighten science education for disabled students in rural New Mexico
AI总结：
本研究采用混合方法（多元线性回归与人工神经网络模型），评估AI学习干预对120名6-10年级农村残疾学生的效果，结果显示科学概念保持率提升32%、实验表现提高27%、参与度增加42%，表明AI驱动教学可成为促进公平科学教育的变革工具。
摘要：
人工智能（AI）已成为新墨西哥州农村地区残疾学生包容性科学教育中的变革性创新。本研究采用混合方法设计，结合多元线性回归和人工神经网络（ANN）模型，考察了四所农村学校的120名6至10年级学生和15名教师。基于AI的学习干预以高精度（R²=0.92，p<0.05）预测了学生表现。实验结果显示，干预后科学概念保持率提高了32%，实验室表现提高了27%，学生参与度提高了42%。这些发现表明，AI驱动的教学法可以作为变革性的均衡器，改善残疾学生的参与度、理解力和可及性。研究得出结论，AI是在服务不足的农村环境中实现公平科学教育的有前途的工具。
英文摘要：
Artificial Intelligence AI has emerged as a transformative innovation in inclusive science education for disabled learners in rural New Mexico. Using a mixed method design that combined multiple linear regression and an Artificial Neural Network ANN model, this study examined 120 students in grades 6 to 10 and 15 instructors across four rural schools. The AI-based learning intervention predicted student performance with high accuracy R2 equals 0.92, and p less than 0.05. Experimental results showed a 32 percent improvement in science concept retention, a 27 percent increase in laboratory performance, and a 42 percent rise in student engagement following the intervention. These findings demonstrate that AI-driven pedagogy can serve as a transformative equalizer, improving engagement, comprehension, and accessibility for disabled learners. The study concludes that AI is a promising tool for achieving equitable science education in underserved rural settings.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
