Using Text-to-Speech Generated Audio Files for Learning Chemistry in Higher Education

Authors

Keywords:

Chemistry learning, Dyslexia, Mobile-learning, Multi-sensory learning, Text-to-speech software

Abstract

In this paper, we describe a case study of using text-to-speech software to record audio files as complementary materials available to students of the first year chemistry course in the human nutrition and dietetics degree program at the University of Granada (Spain). We have carried out a survey about the interests of the students, assessed the usefulness of the materials for students with learning disabilities and partial visual impairment, and tested the potential to establish these materials as part of an effective mobile-learning platform. This type of survey of the final user of new learning materials is a crucial step for effective development of universally accessible contents and mobile-learning platforms. The majority of the students showed a great interest on the use of the audio files as complementary materials, as well as expressed their positive opinion on the audio files as supporting materials for studentship with learning disabilities and partial visual impairment. On the other hand, the usefulness of our audio files as components of a mobile-learning platform remains to be established since the students were not remarkably prone to use them in such situations.

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Published

02/20/2012

How to Cite

Ruedas-Rama, M. J., & Orte, A. (2012). Using Text-to-Speech Generated Audio Files for Learning Chemistry in Higher Education. International Journal of Physics &Amp; Chemistry Education, 4(1), 65–77. Retrieved from https://www.ijpce.org/index.php/IJPCE/article/view/94