{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,2]],"date-time":"2026-07-02T03:21:59Z","timestamp":1782962519597,"version":"3.54.5"},"reference-count":96,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2025,10,20]],"date-time":"2025-10-20T00:00:00Z","timestamp":1760918400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/2.zoppoz.workers.dev:443\/http\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2025,12]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Artificial intelligence (AI) can support more personalised learning in K\u201012 education, reshaping the educational experience for all students. However, little is known about how AI is being designed and implemented to support accessible and equitable learning experiences for all students, including those with disabilities and academic challenges.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>This scoping review investigated how AI has been integrated in K\u201012 educational settings and what types of AI, devices and modalities are used to support student\u2010AI interaction of diverse learners.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>We identified 70 empirical studies that included student\u2010AI interaction in K\u201012 education between 2014 and 2023. The review focused on the scope of literature, types of AI and devices used, and the modalities used for student\u2010AI interaction in K\u201012 education.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results and Conclusions<\/jats:title>\n                    <jats:p>The number of empirical studies on AI integration has surged worldwide in an interdisciplinary fashion across school levels and subjects. However, only a limited number of studies reported the diversity of students. Chatbots and tutoring systems were the most often used AI tools, computers and tablets being the most often used devices. Research across diverse academic backgrounds commonly adopted a single modality to interact with AI. At the same time, multimodalities were more prevalent for the AI's output, both of which were text\u2010dominated. We discussed the necessity for interdisciplinary collaboration and adopting multimodal AI to enhance accessibility for students with diverse backgrounds.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jcal.70144","type":"journal-article","created":{"date-parts":[[2025,10,20]],"date-time":"2025-10-20T23:15:25Z","timestamp":1761002125000},"update-policy":"https:\/\/2.zoppoz.workers.dev:443\/https\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":5,"title":["Exploring Artificial Intelligence Integration and Student\u2010\n                    <scp>AI<\/scp>\n                    Interaction in K\u201012 Education: A Scoping Review"],"prefix":"10.1111","volume":"41","author":[{"ORCID":"https:\/\/2.zoppoz.workers.dev:443\/https\/orcid.org\/0009-0008-1213-3093","authenticated-orcid":false,"given":"Yerin","family":"Seung","sequence":"first","affiliation":[{"name":"Department of Special Education University of Kansas  Lawrence Kansas USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/2.zoppoz.workers.dev:443\/https\/orcid.org\/0000-0003-3667-5168","authenticated-orcid":false,"given":"James D.","family":"Basham","sequence":"additional","affiliation":[{"name":"Department of Special Education University of Kansas  Lawrence Kansas USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/2.zoppoz.workers.dev:443\/https\/orcid.org\/0009-0002-5163-3804","authenticated-orcid":false,"given":"Taehyun","family":"Kim","sequence":"additional","affiliation":[{"name":"Department of Special Education University of Kansas  Lawrence Kansas USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/2.zoppoz.workers.dev:443\/https\/orcid.org\/0000-0002-1635-6955","authenticated-orcid":false,"given":"Jennifer","family":"Lohoefener","sequence":"additional","affiliation":[{"name":"Institute for Information Sciences University of Kansas  Lawrence Kansas USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2025,10,20]]},"reference":[{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ijhcs.2022.102887"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.1007\/s40593\u2010023\u201000340\u20107"},{"key":"e_1_2_11_5_1","doi-asserted-by":"publisher","DOI":"10.1007\/s40593\u2010013\u20100012\u20106"},{"key":"e_1_2_11_6_1","doi-asserted-by":"publisher","DOI":"10.47750\/pegegog.12.03.18"},{"key":"e_1_2_11_7_1","doi-asserted-by":"publisher","DOI":"10.1007\/s40593\u2010014\u20100023\u2010y"},{"key":"e_1_2_11_8_1","doi-asserted-by":"publisher","DOI":"10.1126\/science.162.3849.73"},{"key":"e_1_2_11_9_1","doi-asserted-by":"publisher","DOI":"10.1111\/jcal.12706"},{"key":"e_1_2_11_10_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10639\u2010023\u201012166\u2010w"},{"key":"e_1_2_11_11_1","doi-asserted-by":"publisher","DOI":"10.1177\/0162643416660835"},{"key":"e_1_2_11_12_1","doi-asserted-by":"publisher","DOI":"10.30935\/cedtech\/13176"},{"key":"e_1_2_11_13_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2020.103831"},{"key":"e_1_2_11_14_1","volume-title":"How People Learn","author":"Bransford J. 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