Challenges and Feasibility of Automatic Speech Recognition for Modeling Student Collaborative Discourse in Classrooms [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (EDM) (15th, Durham, United Kingdom, Jul 24-27, 2022).

Autor/inn/en	Southwell, Rosy; Pugh, Samuel; Perkoff, E. Margaret; Clevenger, Charis; Bush, Jeffrey B.; Lieber, Rachel; Ward, Wayne; Foltz, Peter; D'Mello, Sidney
Titel	Challenges and Feasibility of Automatic Speech Recognition for Modeling Student Collaborative Discourse in Classrooms [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (EDM) (15th, Durham, United Kingdom, Jul 24-27, 2022).
Quelle	(2022), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Audio Equipment; Error Analysis (Language); Classroom Communication; Feedback (Response); Barriers; Speech Communication; Middle School Students; Cooperative Learning; Accuracy; Computer Software; Error Patterns; Scores; Semantics; Classification + Suchen Sie Ihr Suchwort? Audio-CD; Error analysis; Language; Fehleranalyse; Klassengespräch; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kooperatives Lernen; Fehlertyp; Semantik; Classification system; Klassifikation; Klassifikationssystem
Abstract	Automatic speech recognition (ASR) has considerable potential to model aspects of classroom discourse with the goals of automated assessment, feedback, and instructional support. However, modeling student talk is besieged by numerous challenges including a lack of data for child speech, low signal to noise ratio, speech disfluencies, and multiparty chatter. This raises the question as to whether contemporary ASR systems, which are benchmarked on adult speech in idealized conditions, can be used to transcribe child speech in classroom settings. To address this question, we collected a dataset of 32 audio recordings of 30 middle-school students engaged in small group work (dyads, triads and tetrads) in authentic classroom settings. The audio was sampled, segmented, and transcribed by humans as well as three ASR engines (Google, Rev.ai, IBM Watson). Whereas all three ASRs had high word error rates, these mainly consisted of deletion errors. Further, Google successfully transcribed a greater proportion of utterances than the other two, but with more word substitutions; insertions were low across the board. ASR accuracy was robust to different speakers and recording idiosyncrasies evidenced by <5% of variance in error rates attributable to the student and recording session. We found that ASR errors had a larger negative effect on downstream natural language processing tasks at the word, phrase, and semantic levels rather than at the discourse level. Our findings indicate that ASR can be used to extract meaningful information from noisy classroom speech and might be more suitable for applications that require higher precision but are tolerant of lower recall. [For the full proceedings, see ED623995.] (As Provided).
Anmerkungen	International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: https://educationaldatamining.org/conferences/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01