Effects of speech-to-text recognition application on learning performance in synchronous cyber classrooms

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > journal & Dissertation > Item 987654321/107352

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107352

Title:	Effects of speech-to-text recognition application on learning performance in synchronous cyber classrooms
Authors:	黃武元;Hwang, Wu-Yuin;Shadiev, Rustam;Kuo, Tony C. T;Chen, Nian-Shing
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Classroom Environment;Classrooms;College Students;Computer Science Education;Computer Software;Computer Software Evaluation;Control Groups;Educational environment;Educational Facilities Improvement;Educational technology;Environmental technology;Experimental Groups;Foreign Countries;Full Length Articles;Homework;Information Technology;Instructional Design;Instructional Effectiveness;Instructional Improvement;Intention;Interactive computer systems;Interviews;Learning;Lecture Method;Lectures;Management;Online classes;Online instruction;Online learning;Perceptual learning;Posttests;Pretests Posttests;Quasiexperimental Design;Recognition (Achievement);Semi Structured Interviews;Speech recognition;Statistical Analysis;Student Attitudes;Student Surveys;Students;Synchronous Communication;Taiwan;Technology;Technology application;Test Results;Texts;Undergraduate Students;Usability;Virtual Classrooms;Voice recognition;Web Based Instruction
Date:	2012-08-03
Issue Date:	2026-04-23 14:09:54 (UTC+8)
Publisher:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
Abstract:	摘要： The aim of this study was to apply Speech-to-Text Recognition (STR) in an effort to improve learning performance in an online synchronous cyber classroom environment. Students' perceptions and their behavioral intentions toward using STR and the effectiveness of applying STR in synchronous cyber classrooms were also investigated. After the experiment, students from the experimental group perceived that the STR mechanism was easy to use and useful for one-way lectures as well as for individual learning. Most students also expressed that they were highly motivated to use STR as a learning tool in the future. Statistical results showed moderate improvement in the experimental groups' performance over the control group on homework accomplishments. However, once the students in the experimental group became familiar with the STR-generated texts and used them as learning tools, they significantly outperformed the control group students in post-test results. Interviews with participating students revealed that STR-generated texts were beneficial to learning during and after one-way lectures. Based on our findings, it is recommended that students apply STR to enhance their understanding of teachers' lectures in an online synchronous cyber classroom. Additionally, we recommend students should take advantages of the text generated by STR both during and after lectures. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2012-01-01 出處： Educational Technology & Society, 2012-01, Vol.15 (1), p.367-380 資源來源：華藝CEPS中文電子期刊服務版權： Copyright 2012 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2012 International Forum of Educational Technology & Society 版權： 2012. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201201_15(1).0031
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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