A hybrid method for overlapping speech detection in classroom environment

Jiang, Dazhi; Chen, Yifei; Garg, Akhil

doi:10.1002/cae.21855

Cited by 6 publications

(4 citation statements)

References 27 publications

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“…(2015) automatically distinguished question and answer segments. A hybrid method proposed by Jiang et al. (2018) was able to classify activities in classroom settings into teacher discourse, student discourse, quiet, and discussion.…”

Section: Discussionmentioning

confidence: 99%

“…Blanchard et al (2015) automatically distinguished question and answer segments. A hybrid method proposed by Jiang et al (2018) was able to classify activities in classroom settings into teacher discourse, student discourse, quiet, and discussion. Lugini and Litman (2019) classified argument segments of classroom discussions by using convolutional neural networks, and their method could automatically identify claims, evidence, and warrants.…”

Section: Discussionmentioning

confidence: 99%

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Automatic Classification of Semantic Content of Classroom Dialogue

Song

Lei

Hao

et al. 2020

Journal of Educational Computing Research

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Due to benefits for teaching and learning, an increasing number of studies have focused on classroom dialogue and how to make it productive. Coding, in which the transcribed conversation is allocated to a set of features, is commonly employed to deal with the textual data arising from this dialogue. This is generally done manually and cannot provide timely feedback to the participants. To address this issue, we explored the possibility of automatically classifying the semantic content of classroom dialogue. Seven categories (prior-known knowledge, analysis, coordination, speculation, uptake, agreement and querying) were distinguished automatically using an artificial neural network-based model. The model achieved acceptable performance and was comparable to human coding. Information about quality of dialogue can be identified in a timely manner. With this knowledge, classroom dialogue can be managed more skilfully, and a more productive form of dialogue is likely to be achieved by teachers and students.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Automatic Classification of Semantic Content of Classroom Dialogue

Song

Lei

Hao

et al. 2020

Journal of Educational Computing Research

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“…The teacher's audible teaching language makes classroom dialog possible. Classroom discourse includes teacher discourse, student discourse, silence, and discussion (Jiang et al, 2018). In general, teachers' discourse dominates classroom conversations, is authoritative, contributes to the transmission of knowledge in the classroom, and influences the structure of authority (Scott, 1998;Ng et al, 2021) and classroom effectiveness (Guo and Xia, 2021), and humorous language contributes to student learning (Do et al, 2022).…”

Section: Overview Of the Literature 21 Audible Teaching Language And ...mentioning

confidence: 99%

Psychological Studies in the Teaching, Learning and Assessment of Mathematics

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Section: Introductionmentioning

confidence: 99%

A comparative study of high school mathematics teachers’ audible teaching language: A student satisfaction perspective

Jiang

Zhang²,

Ruan³

et al. 2023

Front. Psychol.

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Teachers’ audible teaching language is essential for organizing classroom instruction. This study used a questionnaire to compare expert, skilled, and novice high school mathematics teachers’ audible teaching language from the perspective of student satisfaction. The sample was selected using a purposive sampling technique, and the participants were students from a key high school in Changsha, China. A research framework and research instrument with good reliability and validity were constructed for this study. The data were analyzed using SPSS 22.0 and AMOS 22.0. The results showed 263 valid questionnaires, good measurement model fit, and high reliability and validity of the questionnaire. It was found that: (1) students were highly satisfied with the audible teaching language of high school mathematics teachers; (2) student satisfaction with the audible teaching language of skilled, expert, and novice mathematics teachers declined in order, but there was no significant difference overall; (3) students were more satisfied with expert mathematics teachers than with novice teachers in terms of the tone and adaptability of the audible teaching language. The researchers discussed the study’s results, suggested how pre-service and post-service mathematics teachers can improve the quality of their audible teaching language, and pointed out the value and limitations of the study.

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A hybrid method for overlapping speech detection in classroom environment

Cited by 6 publications

References 27 publications

Automatic Classification of Semantic Content of Classroom Dialogue

Automatic Classification of Semantic Content of Classroom Dialogue

Psychological Studies in the Teaching, Learning and Assessment of Mathematics

A comparative study of high school mathematics teachers’ audible teaching language: A student satisfaction perspective

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