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Comparing Effects of STR Versus SELT on Cognitive Load
Rustam Shadiev1; Narzikul Shadiev2; Bakhora Shadieva3; Mirzaali Fayziev2; Barry Lee Reynolds4
2019-08-01
Conference Name2019 Twelfth International Conference on Ubi-Media Computing (Ubi-Media)
Source PublicationProceedings - 2019 12th International Conference on Ubi-Media Computing, Ubi-Media 2019
Pages284-287
Conference Date5-8 Aug. 2019
Conference PlaceBali, Indonesia, Indonesia
CountryIndonesia
PublisherIEEE
Abstract

We applied STR, i.e. speech-to-text recognition, and SELT, i.e. speech-enabled language translation, technologies to lectures which were in English as Media of Instruction (EMI) to help students manage their cognitive load effectively. The goal was to compare how these two technologies help achieve this important task. To this end, two groups of students were recruited to attend two lectures (one at the intermediate and the other at the advanced level). STR-texts were shown to a control group while SELT-texts were shown to an experimental group. We compared the cognitive load of the students in both groups after each lecture. Our findings revealed that between-group difference in cognitive load was not significant; however, if student language ability was considered, a significant between-group difference existed during the advanced level lecture. We draw implications for researchers and teachers following these results.

KeywordCognitive Load Selt Str University Lecture
DOI10.1109/Ubi-Media.2019.00062
URLView the original
Language英語English
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Document TypeConference paper
CollectionFaculty of Education
Affiliation1.School of Education Science,Nanjing Normal University,Nanjing,China
2.Faculty of Education,Samarkand State University,Samarkand,Uzbekistan
3.Faculty of Vocational Education,Tashkent State Pedagogical University,Tashkent,Uzbekistan
4.Faculty of Education,University of Macau,Macao
Recommended Citation
GB/T 7714
Rustam Shadiev,Narzikul Shadiev,Bakhora Shadieva,et al. Comparing Effects of STR Versus SELT on Cognitive Load[C]:IEEE,2019:284-287.
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