The use of artificial intelligence for people with disabilities considering aspects of intellectual property

• Autor(a) principal: Ventura Marques, Adriano
• Data de Publicação: 2024
• Outros Autores: Silva, Gabriel Francisco da, Santos, José Osman dos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação
• Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/44691
• topic: Intellectual Property; intellectual disability; Education 4.0; Propriedade Intelectual; Deficiência Intelectual; educação 4.0

This article discusses the use of AI within the scope of intellectual property and Education 4.0 applied to individuals with intellectual disabilities. It aims to analyze the positive and negative perspectives of the use of this technology due to the significant increase in its use in recent years. Thus, the impact of AI-induced changes in Education 4.0 may be substantial. Still, they are not yet easily discernible, requiring an in-depth analysis to fully understand the impact of these changes in education driven by artificial intelligence. This research is based on the theoretical areas of Educational Technology and Machine Learning. The explorations were identified based on bibliometric parameters and research into already published materials (books, articles, theses, and dissertations) in the SciELO and Google Scholar databases to understand the development path of AI in the two spheres above. In analyzing the results, a classification of intelligent tutors is presented, namely, personalized adaptation, immediate feedback, continuous monitoring, interactivity and engagement, data analysis and statistics, adaptive learning, 24/7 access, multidisciplinary support, artificial and machine intelligence learning and integration with educational platforms, which permeate educational machine learning. In conclusion, this work aims to demonstrate that success in inclusion lies in recognizing students’ differences and considering them as a positive asset to promote the learning of all people with disabilities. Differences between students need to be identified to provide study opportunities. Therefore, AI in education is positioned as a resource that promotes autonomous learning without – or with little – geographic restrictions.