Asian Research Journal of Arts & Social Sciences

With the rapid advancement of artificial intelligence (AI) and digital media technologies, new possibilities have emerged for interdisciplinary applications in art, education, and special education. This study explores the application of AI algorithms within a digital media art framework, focusing on Chinese calligraphy education as an intervention for children with specific learning disabilities (SLDs). Addressing a gap in existing research, the paper integrates perspectives from digital media art, intelligent systems, and special education to examine how AI-assisted artistic training can support cognitive and attentional development. A quasi-experimental pretest–posttest design was adopted involving 115 children aged 6–10 diagnosed with SLD, attention-deficit/hyperactivity disorder (ADHD), or intellectual disability. Participants engaged in an eight-week Chinese calligraphy intervention supported by an AI-based analysis system capable of real-time stroke recognition, pressure and speed analysis, and adaptive feedback. Quantitative results indicated that children in the experimental group demonstrated significant improvements in attention performance, fine motor coordination, and task engagement compared with the control group. These findings suggest that AI-assisted digital calligraphy training may enhance attention stability, selectivity, and flexibility through the combined effects of artistic expression and intelligent feedback. Rather than offering definitive conclusions, this study proposes a conceptual and methodological framework that highlights the potential of integrating traditional cultural art forms with AI technologies. The research provides an exploratory foundation for future empirical studies and interdisciplinary development in digital media art–based intelligent education for children with learning disabilities.