A Digital Reality Theater with the Mechanisms of Real-Time Spoken Language Evaluation and Interactive Switching of Scenario & Virtual Costumes: Effects on Motivation and Learning Performance

2020 ◽  
Author(s):  
Ming-Yuan Cai ◽  
Jui-Yi Wang ◽  
Gwo-Dong Chen ◽  
Jen-Hang Wang ◽  
Su-Hang Yang
Keyword(s):  
Real Time ◽  
Spoken Language ◽  
Learning Performance ◽  
Motivation And Learning

Toward a real-time spoken language system using commercial hardware

1990 ◽  
Author(s):  
Steve Austin ◽  
Pat Peterson ◽  
Paul Placeway ◽  
Richard Schwartz ◽  
Jeff Vandergrift
Keyword(s):  
Real Time ◽  
Spoken Language ◽  
Language System

scholarly journals Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance

2020 ◽  
Vol 15 (4) ◽  
pp. 469-498 ◽  
Author(s):  
Yugo Hayashi
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Learning Process ◽  
Common Ground ◽  
Learning Performance ◽  
Conversational Agent ◽  
Learning Gains ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Process ◽  
And Performance

AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.

The effect of real-time pose recognition on badminton learning performance

2021 ◽  
pp. 1-15
Author(s):  
Kuo-Chin Lin ◽  
Cheng-Wen Ko ◽  
Hui-Chun Hung ◽  
Nian-Shing Chen
Keyword(s):  
Real Time ◽  
Learning Performance ◽  
Pose Recognition

A restudy of postcolonial Palau after two decades

2020 ◽  
Vol 30 (1-2) ◽  
pp. 34-59
Author(s):  
Kazuko Matsumoto
Keyword(s):  
Real Time ◽  
Linguistic Analysis ◽  
Spoken Language ◽  
Written Language ◽  
Future Scenarios ◽  
Language Policies ◽  
Social Division ◽  
English Speaking ◽  
Ethnographic Analysis

Abstract This paper reports results from a reinvestigation of multilingualism in postcolonial Palau, conducted twenty years after the first study. The first-ever ethnographic language survey conducted in 1997–1998 highlighted the diglossic nature of Palau where English replaced Japanese as the ‘high’ language, while indigenous Palauan remained as the ‘low’ spoken language. It indicated three possible future scenarios: (a) shift from multilingualism to bilingualism after the older Japanese-speaking generation passes away; (b) stability of diglossia with a clear social division between an English-speaking elite and a predominantly Palauan-speaking non-elite; (c) movement towards an English-speaking nation with Palauan being abandoned. The restudy conducted in 2017–2018 provides real-time evidence to assess the direction and progress of change, whilst the ethnographic analysis of recent changes in language policies and the linguistic analysis of teenagers’ narratives reveal the unpopularity of Palauan as a written language and the emergence of their own variety of English.

Examining the impact of case-based learning on student engagement, learning motivation and learning performance among university students

2019 ◽  
Vol 12 (3) ◽  
pp. 517-533 ◽  
Author(s):  
Syed Ali Raza ◽  
Wasim Qazi ◽  
Bushra Umer
Keyword(s):  
Student Engagement ◽  
University Students ◽  
Learning Motivation ◽  
Learning Performance ◽  
Content Type ◽  
Case Based Learning ◽  
Motivation And Learning ◽  
The Impact ◽  
Case Based

Purpose The purpose of this paper is to examine the impact of case study-based learning on student’s engagement, learning motivation and learning performance among university students of Pakistan. Design/methodology/approach The research model is analyzed with structural equation modeling. The analysis is done with the application of the measurement model and the structural model. Findings The findings revealed that case study-based learning enhances student engagement, and a significant and positive relationship between case-based learning and all four aspects of engagement, i.e. behavioral, emotional, cognitive and agentic engagement, was observed statistically. According to the findings, case-based learning leads toward an understanding of concepts learned in class and the development of skills among students and results in the enhancement of learning motivation. Furthermore, it is suggested by the results that the impact of student engagement on learning performance varies with respect to its different aspects. As among all the four aspects, only agentic engagement was found to be statistically significant in establishing the link with the learning performance of the students. Research limitations/implications The mixed findings pertaining to the impact of student engagement’s aspects on learning performance of the students pave the way for future research. The future researchers should incorporate individual traits and the specific context to analyze the relationships between the proposed constructs because students vary in their responses to learning activities. Practical implications The present study holds significance for the field of educational research and emphasizes the importance of incorporating case-based teaching in the higher education curriculum in order to ensure the implementation of effective learning strategies. Also, this research will be beneficial for future researchers in understanding the phenomenon of student learning and engagement. Originality/value In view of the limited academic literature in the Asian context, the present study extends the findings and examined the impact of case-based learning on student’s engagement, student’s learning motivation and the role of such engagement in enhancing learning performance of university students.

Eye movements as a window into real-time spoken language comprehension in natural contexts

1995 ◽  
Vol 24 (6) ◽  
pp. 409-436 ◽  
Author(s):  
Kathleen M. Eberhard ◽  
Michael J. Spivey-Knowlton ◽  
Julie C. Sedivy ◽  
Michael K. Tanenhaus
Keyword(s):  
Eye Movements ◽  
Real Time ◽  
Language Comprehension ◽  
Spoken Language ◽  
Spoken Language Comprehension

scholarly journals Online pragmatic interpretations of scalar adjectives are affected by perceived speaker reliability

PLoS ONE ◽  
2021 ◽  
Vol 16 (2) ◽  
pp. e0245130
Author(s):  
Bethany Gardner ◽  
Sadie Dix ◽  
Rebecca Lawrence ◽  
Cameron Morgan ◽  
Anaclare Sullivan ◽  
...  
Keyword(s):  
Eye Tracking ◽  
Real Time ◽  
Language Comprehension ◽  
Time Window ◽  
Spoken Language ◽  
Sentence Structure ◽  
Linguistic Communication ◽  
Expected Time ◽  
Scalar Adjective ◽  
Scalar Adjectives

Linguistic communication requires understanding of words in relation to their context. Among various aspects of context, one that has received relatively little attention until recently is the speakers themselves. We asked whether comprehenders’ online language comprehension is affected by the perceived reliability with which a speaker formulates pragmatically well-formed utterances. In two eye-tracking experiments, we conceptually replicated and extended a seminal work by Grodner and Sedivy (2011). A between-participant manipulation was used to control reliability with which a speaker follows implicit pragmatic conventions (e.g., using a scalar adjective in accordance with contextual contrast). Experiment 1 replicated Grodner and Sedivy’s finding that contrastive inference in response to scalar adjectives was suspended when both the spoken input and the instructions provided evidence of the speaker’s (un)reliability: For speech from the reliable speaker, comprehenders exhibited the early fixations attributable to a contextually-situated, contrastive interpretation of a scalar adjective. In contrast, for speech from the unreliable speaker, comprehenders did not exhibit such early fixations. Experiment 2 provided novel evidence of the reliability effect in the absence of explicit instructions. In both experiments, the effects emerged in the earliest expected time window given the stimuli sentence structure. The results suggest that real-time interpretations of spoken language are optimized in the context of a speaker identity, characteristics of which are extrapolated across utterances.

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