Exploring a text-to-speech feature by describing learning experience, enjoyment, learning styles, and values – A basis for future studies Margit Kastner Brigitte Stangl Department of Marketing School of Hospitality and Tourism Management Vienna University of Economics and Business University of Surrey margit.kastner@wu.ac.at b.stangl@surrey.ac.uk Abstract Speech is the most natural form of face-to-face communication. Due to more sophisticated information systems and advanced educational requirements speech also recognizes growing importance in human- computer interaction. The present study investigates a text-to-speech (TTS) feature in a learning context. 252 questionnaires allow for descriptions concerning positive and negative experiences of TTS learners. Additionally, descriptive insights for enjoyment factors are provided and differences between German and English texts are shown. Furthermore, preferences of different learning styles and values of TTS features conveyed are explored. Findings provide a starting point for more specific future studies through insights into TTS evaluation in a learning context. Based on positive and negative experiences 13 dimensions relevant for a performance measurement scale are suggested. It is shown that among others, theoretical texts and exercises are appreciated as TTS especially by the aural learning style to enable for instance language learning on the go. 1. Introduction Since the advent of e-learning systems, technology has changed dramatically. The first generation supported educators in distributing printed materials [60] and students in studying at their preferred time, pace, and place [8]. The next generations eliminated the disadvantages of limited interaction [40] due to the implementation of communication features such as audio- or video-conferencing [60]. Nowadays, many different features are available to enrich the learning experience [32]. Systems have progressed to personalized ones based on learner preferences, previous knowledge, or different learning styles [6, 26]. Thanks to technological advances aural, visual, and kinesthetic learners can also be supported by an e-learning system providing different features. One of these features is text-to-speech (TTS) a technology that converts anything written on the screen to spoken words [1]. The importance of TTS is also increasing because according to the “Accessibility Market and Stakeholder Analysis” there are 1,910,000 visually impaired people in Europe [7] and this number is increasing due to the aging population [46]. In order to facilitate lifelong learning for visually impaired and aging people as well as to support aural learners, improvements of TTS and research exploring potential didactical use of this technology [20] are imperative. The aim of this project is a user-based evaluation of a TTS feature in the learning context of social sciences. We intend to give insights on a broad scope of the topic which are expected to be a starting point for several more in-depth studies in the future. More precisely the following aspects are examined and reported in a descriptive way: i) experiences with a TTS feature, ii) differences regarding perception of a TTS feature depending on whether people listen to a German or an English text, iii) appropriate TTS based learning material and learning enhancement areas, iv) differences with respect to the preferred learning style of a person, v) benefits and values delivered by a TTS feature. We want to highlight that these findings will allow for a comprehensive list of dimensions that will be essential to the development of a TTS performance- measurement scale in follow-up research. To provide a valuable starting point for future studies descriptive results will be visualized applying various modes of presentation. 2. Theoretical Background 2.1. Text-to-speech The most important and natural mode of communication in human-human interaction is speech [59]. However, when taking a look at human-computer interaction the most popular mode of communication still relies on the keyboard and mouse as input devices; 2013 46th Hawaii International Conference on System Sciences 1530-1605/12 $26.00 © 2012 IEEE DOI 10.1109/HICSS.2013.214 2 2013 46th Hawaii International Conference on System Sciences 1530-1605/12 $26.00 © 2012 IEEE DOI 10.1109/HICSS.2013.214 3