245. Ai mathematics tutoring system on learning and emotion of high functioning autistic children

Abstract Background Although children with high functioning autism have good mathematical logic potential, the limitations of traditional teaching rhythm and feedback can hinder classroom adaptation and emotional regulation. Artificial Intelligence (AI) tutoring systems provide personalized learning through adaptive approaches and real-time feedback, while existing research mainly focuses on academic achievements and has limited attention to emotional impact. Based on this, the study examined the learning effectiveness and emotional outcomes of AI based mathematics tutoring systems in this group. Methods The study adopted a quasi experimental pre and post control design, selecting 60 children with high functioning autism diagnosed by professional institutions as the research subjects, and randomly dividing them into an experimental group and a control group of 30 each. The experimental group used an AI math tutoring system on the basis of routine teaching, while the control group only received routine teaching. The baseline characteristics of the two groups were comparable. The intervention period is 10 weeks, and the system should be used no less than 3 times a week. The AI systems adaptively adjust learning content based on learning behavior data and provide positive feedback. The study evaluated math scores, learning anxiety, emotional stability, and learning engagement using standard chemical tests and teacher and parent rating scales before and after intervention. The intervention effect was analyzed using paired sample t-test and inter group comparison, with a significance level set at p