Effects of Educational Context on Learners’ Ratings of a Synthetic Voice

Neasa Ní Chiaráin, Ailbhe Ní Chasaide


Studies suggest that the context in which synthetic voices are evaluated has a significant bearing on the evaluators' assessments of the voices. The present study is based on learners' evaluations of an Irish synthetic voice which is used in a Computer-Assisted Language Learning (CALL) context. Previous studies have allowed a number of extraneous variables, such as different voices being used or pitch or speech rate manipulations, to enter the study. The present study involves a single synthetic Irish HTS voice being evaluated in three different contexts, one of which is highly interactive, a second less so and a third which does not require the evaluator to perform any specific task. Results show that the voice was rated more favourably when presented in a highly interactive context. This finding has significant implications for the way we interpret the results of evaluations of synthetic voices.


 DOI: 10.21437/SLaTE.2017-9

Cite as: Chiaráin, N.N., Chasaide, A.N. (2017) Effects of Educational Context on Learners’ Ratings of a Synthetic Voice. Proc. 7th ISCA Workshop on Speech and Language Technology in Education, 47-52, DOI: 10.21437/SLaTE.2017-9.


@inproceedings{Chiaráin2017,
  author={Neasa Ní Chiaráin and Ailbhe Ní Chasaide},
  title={Effects of Educational Context on Learners’ Ratings of a Synthetic Voice},
  year=2017,
  booktitle={Proc. 7th ISCA Workshop on Speech and Language Technology in Education},
  pages={47--52},
  doi={10.21437/SLaTE.2017-9},
  url={http://dx.doi.org/10.21437/SLaTE.2017-9}
}