Evaluation of Language Feedback Methods for Student Videos of American Sign Language
Evaluation of Language Feedback Methods for Student Videos of American Sign Language
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美国手语学生视频语言反馈方法评价
DOI：
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发表时间：
2017
影响因子：
2.4
通讯作者：
D. Hariharan
中科院分区：
文献类型：
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作者：
Matt Huenerfauth;Elaine Gale;Brian Penly;Sree Pillutla;Mackenzie Willard;D. Hariharan
本研究探讨如何最好地呈现基于视频的反馈信息的学生学习美国手语（ASL），这些结果是相关的，不仅为学生提供自动反馈的软件工具的设计，但也在如何ASL教师可以传达反馈学生提交的工作。众所周知，聋儿受益于早期接触语言，在使用ASL的家庭中长大的聋人成年人的书面语言识字水平较高。此外，先前的工作已经确定，聋哑儿童的新父母受益于支持学习美国手语的技术。作为一个长期项目的一部分，设计一个工具来自动分析学生的签名视频，并提供有关他们的动作流畅和不流畅方面的即时反馈，我们进行了一项研究，比较多种方法传达反馈给美国手语的学生，使用他们的签名视频。通过两个用户研究，与绿野仙踪的设计，我们比较了多种类型的反馈方面的用户的主观判断系统质量和程度的学生的签名改善（由美国手语教师谁分析记录学生的签名之前和之后，他们看到每种类型的反馈）。最初的研究表明，向学生展示他们的签名视频，并增加关于他们的错误或正确使用ASL的反馈信息，可以获得更高的主观分数和更大的签名改进。学生们对时间同步弹出消息覆盖在学生视频上以指示错误或正确手语使用的版本给出了更高的主观分数。在随后的一项研究中，我们发现，在提供反馈时提供正确的ASL面部和手部动作的图像，会使使用该系统的ASL学生获得更高的主观评价分数。
This research investigates how to best present video-based feedback information to students learning American Sign Language (ASL); these results are relevant not only for the design of a software tool for providing automatic feedback to students but also in the context of how ASL instructors could convey feedback on students’ submitted work. It is known that deaf children benefit from early exposure to language, and higher levels of written language literacy have been measured in deaf adults who were raised in homes using ASL. In addition, prior work has established that new parents of deaf children benefit from technologies to support learning ASL. As part of a long-term project to design a tool to automatically analyze a video of a students’ signing and provide immediate feedback about fluent and non-fluent aspects of their movements, we conducted a study to compare multiple methods of conveying feedback to ASL students, using videos of their signing. Through two user studies, with a Wizard-of-Oz design, we compared multiple types of feedback in regard to users’ subjective judgments of system quality and the degree students’ signing improved (as judged by an ASL instructor who analyzed recordings of students’ signing before and after they viewed each type of feedback). The initial study revealed that displaying videos to students of their signing, augmented with feedback messages about their errors or correct ASL usage, yielded higher subjective scores and greater signing improvement. Students gave higher subjective scores to a version in which time-synchronized pop-up messages appeared overlaid on the student's video to indicate errors or correct ASL usage. In a subsequent study, we found that providing images of correct ASL face and hand movements when providing feedback yielded even higher subjective evaluation scores from ASL students using the system.