Text‐to‐speech and virtual reality agents in primary school classroom environments

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-08-08 DOI:10.1111/jcal.13046

Laduona Dai, Veronika Kritskaia, Evelien van der Velden, Reinder Vervoort, Marlieke Blankendaal, Merel M. Jung, Marie Šafář Postma, Max M. Louwerse

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Abstract

BackgroundThe integration of Text‐to‐Speech (TTS) and virtual reality (VR) technologies in K‐12 education is an emerging trend. However, little is known about how students perceive these technologies and whether these technologies effectively facilitate learning.ObjectivesThis study aims to investigate the perception and effectiveness of TTS voices and VR agents in a K‐12 classroom setting, with a focus on information recall.MethodsUsing a recent TTS architecture, we developed four different synthetic voices based on 5, 10, 15 and 20 h of training materials. Two experiments were conducted involving students in a K‐12 setting. The first experiment examined students' evaluations of TTS voices with varying hours of training material and the impact on information recall. The second experiment assessed the effect of pairing TTS voices with a VR agent on students' perception and recall performance.Results and ConclusionsHuman voices received superior quality ratings over TTS voices within the classroom context. The integration of a VR agent was found to enhance the perception of TTS voices, aligning with existing literature on the positive impact of virtual agents on speech synthesis. However, this incorporation did not translate to improved recall, suggesting that the student focus may have been compromised by the VR agent's novelty and its design limitations.

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小学课堂环境中的文本到语音和虚拟现实代理

背景在 K-12 教育中整合文本到语音（TTS）和虚拟现实（VR）技术是一种新兴趋势。本研究旨在调查 TTS 语音和 VR 代理在 K-12 课堂环境中的感知和有效性，重点是信息回忆。方法利用最新的 TTS 架构，我们根据 5、10、15 和 20 小时的培训材料开发了四种不同的合成语音。我们在 K-12 环境中对学生进行了两次实验。第一个实验考察了学生对不同训练时长的 TTS 语音的评价以及对信息回忆的影响。第二个实验评估了将 TTS 语音与 VR 代理配对使用对学生感知和回忆能力的影响。结果与结论在课堂环境中，人声比 TTS 语音获得了更高的质量评价。研究发现，虚拟现实代理的整合增强了对 TTS 语音的感知，这与虚拟代理对语音合成产生积极影响的现有文献相吻合。然而，这种整合并没有转化为记忆力的提高，这表明学生的注意力可能受到了虚拟现实代理的新颖性及其设计局限性的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope

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