ASR in Classroom Today : Automatic Visualization of Conceptual Network in Science Classrooms
Caballero, D., Araya, R., Kronholm, H., Viiri, J., Mansikkaniemi, A., Lehesvuori, S., . . . , & Kurimo, M. (2017). ASR in Classroom Today : Automatic Visualization of Conceptual Network in Science Classrooms. In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, & M. Pérez-Sanagustín (Eds.), Data Driven Approaches in Digital Education : 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings (pp. 541-544). Lecture Notes in Computer Science, 10474. Springer International Publishing. doi:10.1007/978-3-319-66610-5_58
Published inLecture Notes in Computer Science;10474
© Springer International Publishing AG 2017. This is a final draft version of an article whose final and definitive form has been published by Springer. Published in this repository with the kind permission of the publisher.
Automatic Speech Recognition (ASR) field has improved substantially in the last years. We are in a point never saw before, where we can apply such algorithms in non-ideal conditions such as real classrooms. In these scenarios it is still not possible to reach perfect recognition rates, however we can already take advantage of these improvements. This paper shows preliminary results using ASR in Chilean and Finnish middle and high school to automatically provide teachers a visualization of the structure of concepts present in their discourse in science classrooms. These visualizations are conceptual networks that relate key concepts used by the teacher. This is an interesting tool that gives feedback to the teacher about his/her pedagogical practice in classes. The result of initial comparisons shows great similarity between conceptual networks generated in a manual way with those generated automatically.