Remote Articulation Test System for Supporting Special Education Classes for Language-disabled Children

Abstract

We developed a remote articulation test system to support special education classes for language-disabled children. We compared the diagnostic performances of remote articulation test sessions using our system and face-to-face test sessions or remote test sessions using an existing web video system. In the experiment, an external expert and teachers performed articulation tests on the children in a special education class. They also assessed their diagnostic confidence for each phoneme. Their diagnosis results were sufficiently consistent between the face-to-face and remote sessions and among the inspectors. The diagnostic confidence of the remote test using our system was significantly higher than the face-to-face session as well as the session using the existing web video system. In addition, our system was evaluated as having greater usability as a remote articulation system than the existing web video system.