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Development of Speaker Voice Identification Using Main Tone Boundary Statistics for Applying To Robot-Verbal Systems

Amirgaliyev Yedilkhan, Musabayev Timur, Yedilkhan Didar, Wojcik Waldemar, Amirgaliyeva Zhazira

International Journal of Electronics and Telecommunications

2020

Vol. 66, No. 3

583--588

Hereby there is given the speaker identification basic system. There is discussed application and usage of the voice interfaces, in particular, speaker voice identification upon robot and human being communication. There is given description of the information system for speaker automatic identification according to the voice to apply to robotic-verbal systems. There is carried out review of algorithms and computer-aided learning libraries and selected the most appropriate, according to the necessary criteria, ALGLIB. There is conducted the research of identification model operation performance assessment at different set of the fundamental voice tone. As the criterion of accuracy there has been used the percentage of improperly classified cases of a speaker identification.

Learner-generated versus author-provided computer-based flow diagrams in medical education

Kononowicz A. A., Kenig J.

Bio-Algorithms and Med-Systems

2013

Vol. 9, no. 1

37--44

Graphic organizers are popular tools which support meaningful learning. The aim of this study was to compare the learning outcomes of two educational scenarios involving the use of learner-generated or author-provided flow diagrams. Thirty-six third to fifth year medical students worked in pairs in the ‘Bit Pathways’ computer-aided learning environment. The group using author-provided graphic organizers performed significantly better on a knowledge retention test 1 month after the learning activity, requiring less preparatory time than the group generating their own graphic organizers (Cohen’s d effect size=0.84, p=0.03). Students liked both learning activities; however, the preference for learning-by-viewing was clear. Students’ quality of flow diagrams were correlated positively with the outcomes of the knowledge post-test (Spearman’s R=0.75, p=0.03). The generally poor quality of learner-generated diagrams indicated that better guided instructional designs for the learning-by-doing scenario are needed. This paper outlines further development directions of both tested scenarios.