Collaborative AI-enhanced digital mind-mapping as a tool for stimulating creative thinking in inclusive education for students with neurodevelopmental disorders

Abstract

Abstract Background Nowadays, inclusive education is becoming an increasingly important method in the education of people with various types of disabilities. This study is aimed at investigating the effectiveness of utilizing collaborative digital mind-mapping techniques in the practical work of students in inclusive educational groups, as well as examining how the use of AI-provided prompts influences the development of creative skills. Methods The study involved 163 participants, among whom 28 had neurodevelopmental disorders. The application of the proposed methodology resulted in an improvement in the indicators of creative thinking as measured by the Torrance Figural Creativity Test, specifically in terms of Fluency, Originality, Elaboration, and overall creativity score; the observed increase was statistically significant according to the Wilcoxon signed-rank test (p = 0.05). Results This increase in indicators was observed both in students with neurodevelopmental disorders and in students without developmental disorders, with a notably stronger impact observed on students with neurodevelopmental disorders. Furthermore, a slightly higher effectiveness of the applied methodology was recorded when AI prompts were used for both categories of students. Students with neurodevelopmental disorders largely perceived the usefulness of the prompts they received subjectively. Conclusions The present research may contribute to further study of various creativity development methodologies in inclusive education, as well as regarding the influence of AI utilization on creative skills. The obtained results can be utilized in the development of educational programs for students in higher education institutions that support inclusive forms of learning.

Keywords

• Mind-mapping
• AI
• Creative thinking development
• Autism
• Inclusive education