Customized science learning: integrating UDL in an AI chatbot development for elementary education

Elementary science students exhibit diverse levels of learning, with some facing barriers in accessing traditional materials due to special education needs, second language acquisition challenges, and socioeconomic disparities. This study introduces an AI Chatbot to enhance engagement and accessibility in elementary science education, fostering inclusive learning environments and bridging educational gaps. This AI Chatbot targets a Grade 6 Light and Optics unit, as this unit poses misconception-related challenges. Informed by Universal Design for Learning (UDL) principles, the chatbot offers level-specific and self-directed learning features. Pre tests were conducted to categorise students into three levels. Depending on the student’s level, materials were organized by applying the principles of UDL. Additionally, the 5 steps of the self-directed learning model were applied to guide student autonomy. The chatbot's content validity is verified by six experts by employing an AI Chatbot Evaluation Checklist. Future research will assess and apply the AI chatbot to 6th grade students, exploring its impact on students' cognitive and affective factors. The insights gained will inform future development and utilization of AI chatbots, ensuring alignment with UDL principles and addressing learners’ diverse needs. This study advances inclusive educational practices by integrating AI technology with UDL principles to support elementary science education.