dc.contributor.author	Che Dalim, Che Samihah
dc.date.accessioned	2023-08-21T02:09:31Z
dc.date.available	2023-08-21T02:09:31Z
dc.date.issued	2020
dc.description	Thesis (PhD. (Computer Science))
dc.description.abstract	The fourth industrial revolution has not only changed the face of the industry but it has also transformed the design of the education system, whereby it has also impacted education to children who are now an essential group of technology users. Traditional learning methods are less interactive, in which most digital learning applications for children have been developed without the involvement of children in the design process, and hence causing them not to meet the development and priorities of children and consequently making the learning experience less effective. Hence, this research explores the nonwhile learning English through a combination of augmented reality (AR) and speech recognition by involving them in the design process using informant design methods. An AR interface called TeachAR, which can be interacted with or without speech input was developed to investigate the effectiveness of the combination of AR and speech recognition in learning English terms for colours, three-dimensional (3D) shapes, and English words for spatial relationships. This research began with an observational test and interview sessions involving children, as well as a literature review to identify the design requirements. The findings from this activity are subsequently translated into several forms of coded prototypes, in which the usability of these prototypes, as well as the suitability of the assessment method, was tested on a group of children in a pilot test. Test results indicate that the design of the TeachAR interface is capable of creating realistic spatial illusions. Simultaneously, the children prefer to play and gain more new knowledge by using the AR interface as compared to the non-AR. Subsequently, a final assessment with 120 preschool children was conducted using pre- and posttests, surveys, video observations, and interview methods to assess the children's performance in terms of knowledge gain, enjoyment, task completion time, and ease of use. Eight different groups consisted of children between the age of four and sixyear- old were formed: four tested AR interfaces and four tested non-AR interfaces. Each participant must perform an assignment using one of the eight interfaces. Data were then analysed using a rank-based non-parametric test. The findings of the study statistically prove that the participants' knowledge acquisition increased significantly through the integrated AR and speech recognition interface, with shorter and significant task completion time for the group using the AR interface. Although participants admitted that the use of speech recognition was not easy, participants who used the AR interface, whether with voice recognition or without it, recorded higher enjoyment scores as compared to the participants who used the non-AR interface. Overall, the results of the study illustrate that children's involvement in the design process can generate practical applications as teaching tools. The integration of AR and speech recognition technology increases engagement in learning and enhances knowledge gain. Real-time interaction enhances children's enjoyment in exploring further learning.
dc.description.sponsorship	Faculty of Engineering - School of Computing
dc.identifier.citation	NA
dc.identifier.issn	NA
dc.identifier.uri	http://openscience.utm.my/handle/123456789/614
dc.language.iso	en
dc.publisher	Universiti Teknologi Malaysia
dc.relation.ispartofseries	NA; NA
dc.subject	Augmented reality
dc.subject	Speech therapy
dc.title	Speech-enabled augmented reality to enhance learning experience for the non-native english speaking children
dc.type	Thesis
dc.type	Dataset

Speech-enabled augmented reality to enhance learning experience for the non-native english speaking children

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