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Emotional Speech Recognition Method Based on Word Transcription
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In: Sensors; Volume 22; Issue 5; Pages: 1937 (2022)
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Abstract:
The emotional speech recognition method presented in this article was applied to recognize the emotions of students during online exams in distance learning due to COVID-19. The purpose of this method is to recognize emotions in spoken speech through the knowledge base of emotionally charged words, which are stored as a code book. The method analyzes human speech for the presence of emotions. To assess the quality of the method, an experiment was conducted for 420 audio recordings. The accuracy of the proposed method is 79.7% for the Kazakh language. The method can be used for different languages and consists of the following tasks: capturing a signal, detecting speech in it, recognizing speech words in a simplified transcription, determining word boundaries, comparing a simplified transcription with a code book, and constructing a hypothesis about the degree of speech emotionality. In case of the presence of emotions, there occurs complete recognition of words and definitions of emotions in speech. The advantage of this method is the possibility of its widespread use since it is not demanding on computational resources. The described method can be applied when there is a need to recognize positive and negative emotions in a crowd, in public transport, schools, universities, etc. The experiment carried out has shown the effectiveness of this method. The results obtained will make it possible in the future to develop devices that begin to record and recognize a speech signal, for example, in the case of detecting negative emotions in sounding speech and, if necessary, transmitting a message about potential threats or riots.
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Keyword:
affective computing; artificial intelligence; crowd emotion recognition; distance learning; e-learning; emotion recognition; speech recognition
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URL: https://doi.org/10.3390/s22051937
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| 2 |
A Video-Based Reflective Design to Prepare First Year Pharmacy Students for Their First Objective Structured Clinical Examination (OSCE)
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In: Healthcare; Volume 10; Issue 2; Pages: 280 (2022)
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| 3 |
Factors Influencing Students’ Intention to Use E-Textbooks and Their Impact on Academic Achievement in Bilingual Environment: An Empirical Study Jordan
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In: Information; Volume 13; Issue 5; Pages: 233 (2022)
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| 4 |
Students’ and Examiners’ Experiences of Their First Virtual Pharmacy Objective Structured Clinical Examination (OSCE) in Australia during the COVID-19 Pandemic
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In: Healthcare; Volume 10; Issue 2; Pages: 328 (2022)
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| 5 |
A pedagogia translíngue e a elaboração de tarefas na formação integral do educando brasileiro ; Translanguaging pedagogy and task design in the Brazilian student's integral education
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| 6 |
Relatório de estágio para obtenção de grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
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| 7 |
Percepción de las familias sobre el desempeño escolar durante el confinamiento por COVID-19
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 70, 2022 (Ejemplar dedicado a: Nuevos retos del profesorado ante la enseñanza digital), pags. 59-68 (2022)
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| 8 |
DEFT 2021: Évaluation automatique de réponses courtes, une approche basée sur la sélection de traits lexicaux et augmentation de données
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In: Actes de la 28e Conférence sur le Traitement Automatique des Langues Naturelles. Atelier DÉfi Fouille de Textes (DEFT) ; Traitement Automatique des Langues Naturelles ; https://hal.archives-ouvertes.fr/hal-03265925 ; Traitement Automatique des Langues Naturelles, 2021, Lille, France. pp.31-40 (2021)
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| 9 |
Online And Face To Face Teaching: two complementary educational intervention modes ; L'enseignement du FLE en face à face et en ligne : deux modes d'intervention pédagogiques complémentaires
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In: ISSN: 2773-286X ; Didaskein ; https://hal.archives-ouvertes.fr/hal-03429054 ; Didaskein, 2021, 2 (1), pp.28-47 (2021)
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| 10 |
Projet Voltaire et Orthodidacte : quels modèles didactiques pour quels objectifs ?
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In: Enseigner et apprendre l’orthographe à l’heure du numérique ; https://hal.archives-ouvertes.fr/hal-03615866 ; Enseigner et apprendre l’orthographe à l’heure du numérique, Université Paris-Est, Oct 2021, Créteil, France ; https://colloque-tao.sciencesconf.org/resource/page/id/14 (2021)
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| 11 |
Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula ...
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| 12 |
Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula ...
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| 13 |
Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula ...
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| 14 |
Lingua italiana a studenti universitari in mobilità internazionale durante la pandemia: una prima valutazione dell’esperienza di insegnamento a distanza ...
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| 15 |
On the experience of English e-learning terminology frame modeling ... : Об опыте моделирования фреймов терминологии электронного обучения английского языка ...
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| 16 |
Creating a multilingual MOOC content for information literacy: a workflow
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In: Botte, Alexander [Hrsg.]; Libbrecht, Paul [Hrsg.]; Rittberger, Marc [Hrsg.]: Learning Information Literacy across the Globe. Frankfurt am Main, May 10th 2019. Frankfurt am Main : DIPF 2021, S. 114-128 (2021)
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| 17 |
Learning Information Literacy across the Globe. Frankfurt am Main, May 10th 2019
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In: Frankfurt am Main : DIPF 2021, 133 S. (2021)
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| 18 |
Can We Speak?: Approaching Oral Proficiency in the EFL Classroom
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| 19 |
Mooc in Portuguese Language Teaching ; A Research Project Portugal-Brazil
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| 20 |
A Prática de Oralidade no Ensino-aprendizagem de Língua Portuguesa no 3º Ciclo do Ensino Básico e Ensino Secundário na Guiné-Bissau
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