Effects of applying STR for group learning activities on learning performance in a synchronous cyber classroom

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题名:	Effects of applying STR for group learning activities on learning performance in a synchronous cyber classroom
作者:	黃武元;Kuo, Tony C.T.;Shadiev, Rustam;Hwang, Wu-Yuin;Chen, Nian-Shing
贡献者:	資訊電機學院網路學習科技研究所
关键词:	Classrooms;Comparative Analysis;Computer-mediated communication;Control Groups;cooperative/collaborative learning;Delay;Distance education and telelearning;Education;Electronic Learning;Essays;Experimental Groups;Experiments;Group Discussion;Improving classroom teaching;Information Technology;Learning;Learning Activities;Pedagogical issues;Perception;Pretests Posttests;Program Effectiveness;Student Attitudes;Students;Synchronous;Synchronous Communication;Tests;Texts
日期:	2012-01-01
上传时间:	2026-04-23 14:08:23 (UTC+8)
出版者:	Elsevier Ltd.;Elsevier Ltd
摘要:	摘要： This study aimed to apply Speech to Text Recognition (STR) for individual oral presentations and group discussions of students in a synchronous cyber classroom. An experiment was conducted to analyze the effectiveness of applying STR on learning performance. Students’ perceptions and behavioral intentions toward using STR were also investigated. The results revealed students of the experimental group performed significantly better compared to the control group students in two sessions of writing essays, intermediate test and post-test. Most of students perceived that STR was useful for individual presentations and for essays writing. Students also expressed they are willing to use the STR for learning in the future. However, the students who obtained transcripts with low accuracy rate and experienced delay in STR-text generation did not perceive the STR as easy to use and useful for group discussions. Meanwhile, the results of this study showed that the STR is beneficial to students’ oral presentations and group discussions in a synchronous cyber classroom so as to improve their overall learning performance. ► STR is beneficial to students’ learning during presentations and group discussions. ► Students using STR perform better in writing essays and intermediate and post-tests. ► Students perceive STR is useful during individual presentations and essays writing. ► Students express there are willing to use the STR for learning in the future. ► Some students didn’t perceive STR is easy to use and useful for group discussion. 出版者： Elsevier Ltd 出版日期： 2012 出處： Computers and education, 2012, Vol.58 (1), p.600-608 資源來源： ScienceDirect 版權： 2011 Elsevier Ltd 識別號： ISSN: 0360-1315 識別號： EISSN: 1873-782X 識別號： DOI: 10.1016/j.compedu.2011.07.018
显示于类别:	[網路學習科技研究所 ] 期刊論文

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