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LLM-Powered AI Tutors with Personas for d/Deaf and Hard-of-Hearing Online Learners
This paper presents a user study with 16 DHH (d/Deaf and Hard-of-Hearing) learners interacting with LLM-powered AI tutors that embody different personas based on varying levels of experience in DHH education. The study evaluates accessibility preferences, cultural knowledge, transparency needs, and multimodal support requirements (particularly sign language) for DHH learners using conversational AI tutors in online learning contexts.
Intelligent tutoring systems (ITS) using artificial intelligence (AI) technology have shown promise in supporting learners with diverse abilities. Large language models (LLMs) provide new opportunities to incorporate personas to AI-based tutors and support dynamic interactive dialogue. This paper explores how DHH learners interact with LLM-powered AI tutors with different experiences in DHH education as personas to identify their accessibility preferences. A user study with 16 DHH participants s