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A Talk on the Wild Side: The Direct and Indirect Impact of Speech Recognition on Learning Gains

Holmes, W.; Mavrikis, M.; Rummel, N.; Grawemeyer, B.; Wiedmann, M. and Loibl, K. (2016). A Talk on the Wild Side: The Direct and Indirect Impact of Speech Recognition on Learning Gains. In: EARLI 2016: SIG 6 (Instructional Design) and SIG 7 (Learning and Instruction with Computers), 24-26 Aug 2016, University of Burgundy, Dijon, France.

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Abstract

Research in the learning sciences and mathematics education has suggested that ‘thinking aloud’ (verbalization) can be important for learning. In a technology-mediated learning environment, speech might also help to promote learning by enabling the system to infer the students’ cognitive and affective state so that they can be provided a
sequence of tasks and formative feedback, both of which are adapted to their needs. For these and associated reasons, we developed the iTalk2Learn platform that includes speech production and speech recognition for children learning about fractions. We investigated the impact of iTalk2Learn’s speech functionality in classrooms in the UK and Germany, with our results indicating that a speech-enabled learning environment has the potential to enhance student learning gains and engagement, both directly and indirectly.

Item Type: Conference or Workshop Item
Copyright Holders: 2016 Unknown
Project Funding Details:
Funded Project NameProject IDFunding Body
iTalk2LearnFP7: 318051EU
Keywords: formative feedback; speech recognition; learning gains
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Item ID: 48202
Depositing User: Wayne Holmes
Date Deposited: 20 Jan 2017 10:04
Last Modified: 02 May 2019 17:39
URI: http://oro.open.ac.uk/id/eprint/48202
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