Investigating an application of speech-to-text recognition: A study on visual attention and learning behaviour

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > journal & Dissertation > Item 987654321/107454

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107454

Title:	Investigating an application of speech-to-text recognition: A study on visual attention and learning behaviour
Authors:	黃武元;Huang, Y-M.;Liu, C-J.;Shadiev, R.;Shen, M-H.;Hwang, W-Y.
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Academic Ability;Academic Achievement;Assistive Technology;Attention;Cognitive Style;Computer assisted instruction;Eye Movements;eye-tracking;Learning;learning behaviours;Learning Processes;Perception;Preferences;Recognition;Recognition (Achievement);Sex;speech-to-text recognition;Student Attitudes;Students;Texts;Usability;Visual;visual attention;Visual Perception;Visual Stimuli;Visual task performance;Voice recognition
Date:	2015-12-01
Issue Date:	2026-04-23 14:13:26 (UTC+8)
Publisher:	Wiley-Blackwell Publishing Ltd;Oxford: Blackwell Publishing Ltd
Abstract:	摘要： One major drawback of previous research on speech‐to‐text recognition (STR) is that most findings showing the effectiveness of STR for learning were based upon subjective evidence. Very few studies have used eye‐tracking techniques to investigate visual attention of students on STR‐generated text. Furthermore, not much attention was paid to learning differences, such as learning ability, learning style preferences and gender, to use STR texts. Therefore, this study carried out one experiment. Firstly, participants' visual attention on STR‐generated text was investigated by employing eye‐tracking technique. Secondly, how differently effective STR‐generated texts can be to influence participants' learning achievement was tested. Thirdly, this study compared visual attention and learning behaviour with the different characteristics of participants, such as learning ability, learning style preferences and gender, to use STR‐generated texts. Finally, this study explored students' perceptions regarding usefulness of STR‐generated texts for learning. This paper discusses results, research findings and implications along with conclusions and several suggestions for future development and research. 其他題名： Journal of Computer Assisted Learning 出版者： Oxford: Blackwell Publishing Ltd 出版日期： 2015-12 出處： Journal of computer assisted learning, 2015-12, Vol.31 (6), p.529-545 資源來源： Education Resources Information Center (ERIC) 版權： 2014 John Wiley & Sons Ltd 版權： Copyright © 2015 John Wiley & Sons Ltd 識別號： ISSN: 0266-4909 識別號： EISSN: 1365-2729 識別號： DOI: 10.1111/jcal.12093
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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