Article Sidebar

Download
PDF
Statistic
Read Counter : 866 Download : 62

Main Article Content

Abstract

Voice User Interface (VUI) is an Artificial Intelligence tool that enables children to access a computing device and complete tasks through speech instead of using learning methods. VUI, a form of AI (Artificial Intelligence), takes a sound that children articulate in a spoken statement and use intent recognition to understand the action required to fulfill the child’s spoken request. The design and features of VUI have been developed to increase the interpersonal level of communication with users and, to some degree, make voice assistants behave like humans. The features that have been created, have been shaped in such a way as to improve learning efficacy and ease of use for early childhood learning development. The current available VUIs in the market have been geared to provide children with a simpler way to interact with access to educational technology learning tools. The research posits that there are two primary uses of VUI in childhood learning development exploration, whereby children use VUI as a form of entertainment and information seeking, and children use VUI to develop various knowledge facets. For children in the early language stages currently using language to communicate, VUI language stimulation can help children to engage in continuous communication processes, use and understand various words, and successfully complete more complex sentences. The research seeks to state the problems associated with VUI and the standard opinions based on research associated with the problem. Moreover, the study seeks to articulate the hypothesis that VUI is an effective tool for early childhood language learning through the use of peer-reviewed evidence and examples, to the hypothesis, to generate new and innovative perspectives.

Keywords

Language Development VUI Speech Recognition Language stimulation

Article Details

Author Biographies

Jomin George, Faculty of Health Science Namibia University of Science and Technology, Namibia

 

Faculty of Health Science

Namibia University of Science and Technology

 

Aju Abraham, Department of Audiology and Speech Language Pathology, Kasturba Medical College Mangalore, Manipal Academy of Higher Education, Manipal, India

Department of Audiology and Speech Language Pathology

Kasturba Medical College

Mangalore

Manipal Academy Of Higher Education

Manipal, Karnataka 

India - 575001 

Elizabeth Ndakukamo, Faculty of Health Science Namibia University of Science and Technology, Namibia

Lecturer

Faculty of Health Science

Namibia University of Science and Technology

 

 

How to Cite
George, J., Abraham, A., & Ndakukamo, E. . (2023). Futuristic applications of voice user interference on child language development. Future Technology, 2(3), 5–11. Retrieved from https://fupubco.com/futech/article/view/74
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX
Bookmark and Share

References

  1. Amazon.2020. Supported SSMLTags. https://docs.aws.amazon.com/polly/latest/ dg/supportedtags.html
  2. Bailey JO, Patel B and Gurari D (2021), A Perspective on Building Ethical Datasets for Children’s Conversational Agents. Front. Artif. Intell. 4:637532. doi: 10.3389/frai.2021.637532
  3. Frank Bentley, Chris Luvogt, Max Silverman, Rushani Wirasinghe, Brooke White, and Danielle Lottridge. 2018. Understanding the long-term use of smart speaker assistants. Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies 2, 3 (2018), 1–24
  4. Stacy M Branham and Antony Rishin Mukkath Roy. 2019. Reading between the guidelines: How commercial voice assistant guidelines hinder accessibility for blind users. In The 21st International ACM SIGACCESS Conference on Computers and Accessibility. 446–458.
  5. Brody, J. (2015), Screen Addiction Is Taking a Toll on Children - The New York Times, https://well.blogs.nytimes.com/2015/07/06/screen-addiction-is-taking-a-toll-onchildren/?_r=0
  6. Boucenna, S.; Narzisi, A.; Tilmont, E.; Muratori, F.; Pioggia, G.; Cohen, D.; Chetouani, M. Interactive technologies for autistic children: A review. Cogn. Comput. 2014, 6, 722–740
  7. Costa, A.P.; Charpiot, L.; Lera, F.R.; Ziafati, P.; Nazarikhorram, A.; Van Der Torre, L.; Steffgen, G. More attention and less repetitive and stereotyped behaviors using a robot with children with autism. In Proceedings of the 27th IEEE 27th IEEE International Symposium on Robot and Human Interactive Communication, Nanjing, China, 27–31 August 2018; pp. 534–539
  8. Chris Brebner, Jessie Jovanovic, Angela Lawless, and Jessica Young. 2016. Early childhood educators’ understanding of early communication: Application to their work with young children. Child Language Teaching and Therapy 32, 3 (2016), 277–29
  9. Christakis D. The effects of infant media usage. What do we know and what should we learn? Acta Paediatrica. 2009; 98(1):8-16.
  10. Durkee, T. et al. (2012), “Prevalence of pathological internet use among adolescents in Europe: demographic and social factors”, Addiction, Vol. 107/12,
  11. Feldman, Heidi. (2019). How Young Children Learn Language and Speech. Pediatrics in Review. 40. 398-411. 10.1542/pir.2017-0325.
  12. Golinkoff, R. M., Hoff, E., Rowe, M. L., Tamis-LeMonda, C. S., & Hirsh-Pasek, K. (2019). Language matters: Denying the existence of the 30-million-word gap has serious consequences. Child Development, 90, 985–992. https://doi.org/10.1111/cdev.13128
  13. Arthur C Graesser, Katja Wiemer-Hastings, Peter Wiemer-Hastings, Roger Kreuz, Tutoring Research Group, et al. 1999. AutoTutor: A simulation of a human tutor. Cognitive Systems Research 1, 1 (1999), 35–51.
  14. Google. 2020. Conversation Design Guideline. https://designguidelines. withgoogle.com/conversation/conversation-design/welcome.html
  15. Jennifer Hill, W Randolph Ford, and Ingrid G Farreras. 2015. Real conversations with artificial intelligence: A comparison between human–human online conversations and human–chatbot conversations. Computers in human behavior 49 (2015), 245–250.
  16. Jinping Wang, Hyun Yang, Ruosi Shao, Saeed Abdullah, and S Shyam Sundar. 2020. Alexa as Coach: Leveraging Smart Speakers to Build Social Agents that Reduce Public Speaking Anxiety. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems. 1–13
  17. Hooft Graafland, J. (2018), “New technologies and 21st century children: Recent trends and outcomes”, OECD Education Working Papers, No. 179, OECD Publishing, Paris, http://dx.doi.org/10.1787/e071a505-en.
  18. Indrayani, N. (2016), Language Development at Early Childhood, International Conference on Education (IECO) Proceeding, 2016 ISBN: 978-602-6988-21-8 Vol. 1, July 2016, P. 279-289 Copyright ©2016, LPPM, University of Muhammadiyah Jember
  19. International Telecommunication Union (2016), “Measuring the Information Society Report”. Retrieved from https://www.itu.int/en/ITU-D/Statistics/Documents/publications/misr2016/MISR2016-w4.pdf
  20. Heller, V. (2012). Kommunikative Erfahrungen von Kindern in Familie und Unterricht: Passungen und Divergenzen. Tübingen, Germany: Stauffenburg
  21. Heloisa Candello, Mauro Pichiliani, Claudio Pinhanez, Sara Vidon, and Mairieli Wessel. 2020. Co-designing a conversational interactive exhibit for children. In Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts. 326–331.
  22. Henry Lee. 2018. Voice User Interface Projects: Build voice-enabled applications using Dialogflow for Google Home and Alexa Skills Kit for Amazon Echo. Packt Publishing Ltd
  23. Kamm, C. (1995), User interfaces for voice applications, Proc. Natl. Acad. Sci. USA Vol. 92, pp.10031-10037, October 1995 Colloquium Paper A. Kumar, F. Metze, and M. Kam. 2014. Enabling the Rapid Development and Adoption of Speech-User Interfaces. Computer 47, 1 (2014), 40–47.
  24. Krcmar M, Grela BG, Lin Y. Can toddlers learn vocabulary from television? An experimental approach. Media Psychology. 2007; 10:41-63
  25. La Fors, K. and Larsen, B. (2022) Why AI companies should develop child-friendly toys and how to incentivize them.
  26. LI, X.; Zhong, H.; Zhang, B.; Zhang, J. A General Chinese Chatbot based on Deep Learning and Its’ Application for Children with ASD. Int. J. Mach. Learn. Comput. 2020, 10, 1–10
  27. Lovato, S. B., & Piper, A. M. (2019). Young children and voice search: What we know from human-computer interaction research. Frontiers in Psychology, 10, 8. https://doi.org/10.3389/ fpsyg.2019.00008
  28. Mahn, Holbrook & John-Steiner, Vera. (2012). Vygotsky and Sociocultural Approaches to Teaching and Learning. 10.1002/9781118133880.hop207006.
  29. Memon A. Comprehensive Framework for Testing Graphical User Interfaces. University of Pittsburgh; Pittsburgh, PA, USA: 2001.
  30. Myers, C. Grethlein, D. Furqan, A. Ontañón, S. and Zhu, J. (2019) Modeling Behavior Patterns with an Unfamiliar Voice User Interface. In Proceedings of the 27th ACM Conference on User Modeling, Adaptation and Personalization (Larnaca, Cyprus) (UMAP ’19). Association for Computing Machinery, New York, NY, USA, 196–200. https://doi.org/10.1145/3320435. 3320475
  31. Clifford Nass & Scott Brave, Wired for Speech: How Voice Activates and Advances the Human Computer Relationship, 2007
  32. Penagos, M., Kassir, S. and Vosloo, S. (2020). ‘Policy Brief on National AI Strategies and Children: Reviewing the Landscape and Identifying Windows of Opportunity’, UNICEF, https://www.unicef.org/ globalinsight/media/1156/file,
  33. Z. M. Zain, F. N. N. Jasmani, N. H. Haris, and S. M. Nurudin, “Gadgets and Their Impact on Child Development,” no. Mcmc, p. 6, 2022, doi: 10.3390/proceedings2022082006.
  34. Rescoria, L. and Dale, P. (2013), Late Talkers Language Development, Interventions, and Outcomes
  35. Roseberry, S., Hirsh-Pasek, K., & Golinkoff, R. M. (2014). Skype me! Socially contingent interactions help toddlers learn language. Child Development, 85, 956–970. https://doi.org/10.1111/cdev.12166
  36. Ross, S. Brownholtz, E. and Armes R. (2004). Voice User Interface Principles for a Conversational Agent. In Proceedings of the 9th International Conference on Intelligent User Interfaces (Funchal, Madeira, Portugal) (IUI ’04). Association for Computing Machinery, New York, NY, USA, 364–365. https: //doi.org/10.1145/964442.964536
  37. Interaction Design Foundation (2022), Voice User Interfaces. Retrieved from https://www.interaction-design.org/literature/topics/voice-user-interfaces
  38. Park, D.E.; Shin, Y.J.; Park, E.; Choi, I.A.; Song, W.Y.; Kim, J. Designing a Voice-Bot to Promote Better Mental Health: UX Design for Digital Therapeutics on ADHD Patients. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems; Extended Abstracts, Honolulu, HI, USA, 25–30 April 2020; pp. 1–8
  39. Pauwels E. (2021), How to design AI for children, from principles to practice: Insights from UNICEF’s ‘AI for Children’ piloting initiative
  40. Potamianosand, A. Narayanan, S. (1998) “Spokendialog systems for children,” in Proc. ICASSP, Seattle, WA, May 1998, pp. 197–200.
  41. Russell, M. Brown, B. Skilling, A. Series, R. Wallace, J. Bonham, B. and Barker, B. “Applications of automatic speech recognition to speech and language development in young children, inProc.ICSLP, Philadelphia, PA, Oct. 1996.
  42. Scassellati, B.; Boccanfuso, L.; Huang, C.M.; Mademtzi, M.; Qin, M.; Salomons, N.; Ventola, P.; Shic, F. Improving social skills in children with ASD using a long-term, in-home social robot. Sci. Robot. 2018, 3
  43. E. F. Strommen and F. S. Frome, “Talking back to big bird: Preschool users and a simple speech recognition system,” Educ. Technol. Res. Develop., vol. 41, pp. 5–16, 1993.
  44. Sowmya, ASL and Manjuvani, E. (2019) Usage of electronic gadgets and language development of preschool children, International Journal of Home Science 2019; 5(2): 420-423
  45. Subhasree Sengupta and Radhika Garg (2019) Impact of Voice-based Interaction on Learning Practices and Behavior of Children. In IUI Workshops.
  46. Takezawa, T. and Morimoto, T (1998) “A multimodal-input multimedia-output guidance system: MMGS,” inProc.ICSLP’98, Sydney, Australia,1998
  47. Tomasello, M, Origins of Human Communication, Cambridge, Massachusetts London: The MIT Press England, 2002
  48. Triantafyllidou, C. Assistive Technologies for Dyslexia: Punctuation and Its Interfaces with Speech. Master’s Thesis, University of Central Florida, Orlando, FL, USA, 2020.
  49. UNICEF (2021), Policy guidance on AI for children 2.0 | NOVEMBER 2021. Retrieved from https://www.unicef.org/globalinsight/featured-projects/ai-children
  50. UK Safer Internet Center. (2018). 7 in 10 children are using voice assisted technology finds new research from UKSIC partner childnet. Retrieved from https://www.saferinternet.org.uk/blog/7-10-children-are-usingvoice-assisted-technology-finds-new-research-uksic-partner-childnet
  51. Underwood, J. (2018). Using voice and AI assistants for language learning. British Council Teaching English Webinar. Retrieved from https://www.teachingenglish.org.uk/article/using-voice-ai-assistants-languagelearning
  52. Valadão, C.T.; Goulart, C.; Rivera, H.; Caldeira, E.; Bastos Filho, T.F.; Frizera-Neto, A.; Carelli, R. Analysis of the use of a robot to improve social skills in children with autism spectrum disorder. Res. Biomed. Eng. 2016, 32, 161–175
  53. Widiana, & As Sabiq, Agus. (2021). Scaffolding Strategy in Teaching Writing and its Challenges. 10.37081/ed. v9i1.2275.
  54. Winkler, R., & Sollner, M. (2018). Unleashing the potential of chatbots in education: A state-of-the-art analysis. In: Academy of Management Annual Meeting (AOM). Chicago, USA.
  55. Xu, Y, Aubele, J., Vigil, V., Bustamante, A. S., Kim, Y.-S., & Warschauer, M. (2022). Dialogue with a conversational agent promotes children’s story comprehension via enhancing engagement. Child Development, 93, e149–e167. https://doi.org/10.1111/cdev.13708
  56. Ying Xu and Mark Warschauer. 2019. Young children's reading and learning with conversational agents. In Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems. 1–8.
  57. Yunhan Wu, Daniel Rough, Anna Bleakley, Justin Edwards, Orla Cooney, Philip R Doyle, Leigh Clark, and Benjamin R Cowan. 2020. See what I'm saying? Comparing Intelligent Personal Assistant use for Native and Non-Native Language Speakers. (2020) arXiv:2006.06328
  58. Saleh, Ziyad. (2019). Artificial Intelligence Definition, Ethics and Standards. Retrieved from https://www.wathi.org/artificial-intelligence-definition-ethics-and-standards-the-british-university-in-egypt-2019/