TY - GEN
T1 - Integrating Speech Technology into the iSTART-Early Intelligent Tutoring System
AU - Balyan, Renu
AU - Arner, Tracy
AU - Li, Tong
AU - Orcutt, Ellen
AU - Butterfuss, Reese
AU - Kendeou, Panayiota
AU - McNamara, Danielle
N1 - Publisher Copyright:
© 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
PY - 2022
Y1 - 2022
N2 - Speech technology (automated speech recognition – ASR and text-to-speech) offers great promise in the field of automated literacy and reading tutors for children. Students in third and fourth grades struggle with generating longer strings of text on a QWERTY keyboard because they still “hunt and peck” for the letters and symbols rather than typing fluently. Thus, in addition to reading comprehension, students’ performance is limited by their ability to translate their ideas into language and then transcribe those words into written text. Fourth grade students produce fewer words and recall less when typing or writing a response relative to speaking. Hence, speech technology is a crucial component in the development of iSTART-Early, an intelligent tutoring system that aims to provide online, automated reading strategy instruction and practice to improve deep comprehension for third and fourth graders. This paper discusses the key components and features of the speech technology incorporated into iSTART-Early. We also discuss some initial findings from pilot studies conducted with adults and youth for this ASR integrated tutoring system. Finally, we discuss considerations for future development of speech technology and integration with intelligent tutoring systems.
AB - Speech technology (automated speech recognition – ASR and text-to-speech) offers great promise in the field of automated literacy and reading tutors for children. Students in third and fourth grades struggle with generating longer strings of text on a QWERTY keyboard because they still “hunt and peck” for the letters and symbols rather than typing fluently. Thus, in addition to reading comprehension, students’ performance is limited by their ability to translate their ideas into language and then transcribe those words into written text. Fourth grade students produce fewer words and recall less when typing or writing a response relative to speaking. Hence, speech technology is a crucial component in the development of iSTART-Early, an intelligent tutoring system that aims to provide online, automated reading strategy instruction and practice to improve deep comprehension for third and fourth graders. This paper discusses the key components and features of the speech technology incorporated into iSTART-Early. We also discuss some initial findings from pilot studies conducted with adults and youth for this ASR integrated tutoring system. Finally, we discuss considerations for future development of speech technology and integration with intelligent tutoring systems.
KW - Automated speech recognition
KW - Intelligent tutoring systems
KW - Text-to-speech
UR - http://www.scopus.com/inward/record.url?scp=85134161866&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85134161866&partnerID=8YFLogxK
U2 - 10.1007/978-3-031-09680-8_34
DO - 10.1007/978-3-031-09680-8_34
M3 - Conference contribution
AN - SCOPUS:85134161866
SN - 9783031096792
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 362
EP - 370
BT - Intelligent Tutoring Systems - 18th International Conference, ITS 2022, Proceedings
A2 - Crossley, Scott
A2 - Popescu, Elvira
PB - Springer Science and Business Media Deutschland GmbH
T2 - 18th International Conference on Intelligent Tutoring Systems, ITS 2022
Y2 - 29 June 2022 through 1 July 2022
ER -