Strengthening reading comprehension through affective communication and artificial intelligence with validation by neutrosophic numbers

Abstract

This investigation explores whether emotional communication empowered by artificial intelligence tools is needed for pedagogical integration for reading comprehension for Third Graders at Santiago Fernández García Educational Unit. Through Teacher interviews, classroom observations and pedagogical assessments, the investigator uncovered methodological insufficiencies that not only hinder the literal aspects of reading comprehension but also interpretative and critical aspects. Teachers hold a fortuitous upper hand regarding these advancements; however, test results show non-sufficient didactic planning geared toward emotional awareness strategy developments through artificial intelligence. Suggested artificial intelligence developments in this area show to be text generators or emotional detectors; however, this is only relative for emotional, motivational, empathic awareness and reading guidance. Thus, the investigator deduces that extensive use of empowered emotional communication through resources of artificial intelligence in a pedagogical setting not only cares for pedagogical bonds but is a necessity for compassionate readers and critical assessors. All strategies are justified with neutrosophic number assessments based upon uncertainties of methodological learning strategy approach.