Integration of Speech Recognition into Virtual Classroom to Enhance Learning Achievement

Abstract

This study aims to assist first year undergraduates (aged 17-19 years) at Thai-Nichi Institute of Technology in learning Japanese. Two sample groups are selected by purposive sampling. The first group have 30 students studying Japanese conversation by means of virtual reality-based classroom to create a virtual atmosphere, and voice recognition, while the second group use the traditional learning method. The researcher then compare academic achievement and survey satisfaction of both groups. The data is analyzed using independent t-test. It was found after the experiment that the first group had higher average academic achievement than the traditional group. Japanese conversation learning achievement had performance of 85.32/81.3 and the VR group (x = 17.73, SD = 3.52) had higher achievement than the traditional group (x = 8.95, SD = 1.58) with statistical significance of 0.5.