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Is Automatic Speech Recognition Ready for Direct Use by Classroom Teachers?. PEPNet 2004 - Presentation Pittsburgh, PA, Sheraton Station Square, April 24, 2004, 10:15 – 11:30 AM Presenter/Author: Kathleen Eilers Crandall, Ph.D. Contributors : Donna E. Gustina, and Stephen S. Campbell - PowerPoint PPT Presentation
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Is Automatic Speech Recognition Ready for Direct Use by Classroom Teachers?
PEPNet 2004 - PresentationPittsburgh, PA, Sheraton Station Square, April 24, 2004, 10:15 –
11:30 AM
Presenter/Author: Kathleen Eilers Crandall, Ph.D.Contributors: Donna E. Gustina, and Stephen S. Campbell
National Technical Institute for the DeafRochester Institute of Technology
The Glossograph
• Fay wrote about an experimental mechanical device used to transcribe human speech, and said,
• “… it is not unreasonable to hope that some instrument will yet be contrived …“
Fay, E.A. (1883). The glossograph. American Annals of the Deaf, 28, 67-69.
Sci-Fi or Reality?
"The pen was an archaic instrument, seldom used even for signatures...Apart from very short notes, it was usual to dictate everything into the speak-write…” (Nineteen eighty-four. Orwell, 1949)
Project
• Direct teacher use of Continuous Automatic Speech Recognition:– English Classroom/Lab
Funded by a grant from the Parsons Foundation of California
English Classroom/Lab Project
English Classroom/Lab Project
Purpose
Investigate direct use of ASR by classroom teacher to learn:
• Is acceptable recognition level attained?
• Under what conditions?– Style of speaking– Communication mode– Language complexity
Related Work
Use of ASR by an intermediary • Intermediary, a ‘captionist,’ re-speaks
professor’s words into a computer• Intermediary summarizes professor’s
words into a computer (‘interpreted speech’)
• Intermediary may use C-print (a shorthand typing system) in combination with ASR http://cprint.rit.edu/
Related Work
Use of ASR by the primary speaker
• iCommunicator™ http://www.myicommunicator.com/product_info.html
• Liberated Learning Environment http://www.liberatedlearning.com (St. Mary’s University, Halifax, Nova Scotia)
English Classroom/Lab Project
English Classroom/Lab Project
Teacher -- Students• Teacher -- Speaker
– Native speaker of American English– User of ASL as a second language – Trained the ASR equipment
• Students -- Readers – Young adult college students who are deaf or hard-of-
hearing– Reading and writing skills at the lowest quartile of
entering students– Enrolled in basic level English language reading and
writing courses
English Classroom/Lab Project
Evaluation Procedures
• ASR Software: – Dragon Naturally Speaking– IBM ViaVoice– Microsoft Office
• Speaking styles: – Spontaneous conversation– Dictation-like speech
• Communication modes:– Speaking– Simultaneously speaking and signing
English Classroom/Lab
Teacher stationControl systemSmart Board & LCD Projector
Student Stations
English Classroom/Lab Project
Accuracy Needs
• Vary by population and message predictability– New vs. Known information– Fluent readers vs.
Language learners– Reading for pleasure vs. Reading to master new
information
• CLOZE research and prediction of missing information
English Classroom/Lab Project
Results: ASR Software
75%
80%
85%
90%
95%
100%
Dragon ViaVoice XP
Conversation
Dictation
English Classroom/Lab Project
Results: Communication Mode
80%
82%
84%
86%
88%
90%
92%
94%
96%
98%
Simultaneous Commmunication Speech Only
Conversation
Dictation
English Classroom/Lab Project
Results: Language Complexity
82%
84%
86%
88%
90%
92%
94%
96%
98%
< 7th Grade > 7th Grade
Conversation
Dictation
English Classroom/Lab Project
Correcting Text
• Error correction– What to correct – When to correct– How to correct
Multitasking Demands
• Normal tasks for speaker/teacher– Formulating ideas relevant to topic– Attending to learning needs of students – Meeting lipreading and sign language needs
• Added tasks for speaker/teacher – Speaking to produce readable ASR text– Monitoring text– Making corrections
RecommendationsDiscussionQuestions
Grammatical Correctness
• Is ASR accuracy affected by the grammatical correctness of the user’s speech?
• Student written responses spoken as written: Accuracy – 93.8%
• Student written responses spoken after corrected: Accuracy - 94.3%
Style of Speaking
1. Style of speaking that more closely resembles dictation approaches a usable accuracy rate.
2. Lowering the complexity does not improve accuracy.
Conditions of Use
Direct use of ASR by a language teacher --Useful only under very controlled conditions.• Illustrating the generation of written
language • Demonstrating the use of notes and
outlines to produce written text• Translating selected sign language
utterances into English text during discussions
ASR: Classroom Use
Prepared Outline
Student’s Screen
Teacher’s Screen
Considerations• Training
– Critical to reach over 90% accuracy– Training with conversation
• Corrections– Familiarity with strategies – Dictate, Spell, Right click
• Equipment– Microphone headsets - design, comfort, and size– Demand on computer processor– Effect of optional settings
Tips for Better Accuracy
• Powerful computer • No other programs running• Consistent microphone placement• Environment• Training• Profile• Join user groups, such as ms-
Language Processing
Teaching/Learning Issues:• Does ASR promote the learning of reading
and writing for Deaf and Hard-of-Hearing students?
• How do students process this information?• Do students attend to multiple inputs?• Can teachers attend to this many tasks
effectively?
Presenter – Contact Information
Kathleen Eilers-crandall, Ph.D.Department of English
National Technical Institute for the DeafRochester Institute of Technology Lyndon Baines Johnson Building - 2264
Phone: (585) 475-5111
Fax: (585) 475-6500
Email: [email protected]
Web: http://www.rit.edu/~kecncp