文献类型：期刊文献

英文题名：Recommendations to Improve Usability and the HCI Challenge of Generative AI: Designing Credible and Effective Simulations for Deliberate Practice in Special Education

作者：Bastías, Jessica[1]; Jorquera, Tomas[2]; Rojas, Luis[2]; Luo, Fei[3]

机构：[1] Facultad de Educación, Universidad San Sebastián, Bellavista 7, Santiago, 8420524, Chile; [2] Facultad de Ingeniería, Universidad San Sebastián, Bellavista 7, Santiago, 8420524, Chile; [3] School of Information Science and Engineering, East China University of Science and Technology, Shanghai, 200237, China

年份：2026

卷号：16716 LNCS

起止页码：206

外文期刊名：Lecture Notes in Computer Science

收录：EI(收录号：20263021179144)

语种：英文

外文关键词：Artificial intelligence - Ecosystems - Students - Teaching

摘要：Initial Teacher Education (ITE) faces the chronic challenge of bridging the gap between theoretical knowledge and situated classroom practice. This paper analyzes the impact of Generative Artificial Intelligence (GenAI) on the design of dynamic simulations for Special and Inclusive Education. Unlike traditional systems based on rigid scripts, the proposed ecosystem utilizes Large Language Models (LLMs) to model synthetic agents—Teo and Jojo—and provide automated formative assessment. Through a mixed-methods pilot study (N=17), a pedagogical cycle of "planning, implementing, evaluating, reflecting, and adjusting" was assessed. The quantitative results reveal an "Excellent" usability score (SUS=80.0) and a significant increase in the participants’ pedagogical confidence, rising from 3.53 to 4.29. Qualitative analysis highlights that the AI’s ability to simulate not only a diagnosis but also the student’s identity and vulnerability generated a credible "social presence" and a deep empathetic response. It is concluded that GenAI redefines the interface of teaching practice, establishing a "safe space for freedom to fail" that fosters metacognition and the construction of professional identity. The system enables pre-service teachers to act as conductors of human development, facilitating pedagogical adjustment and decision-making in highly complex inclusive environments. ? The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.