Assistive Notetaking Using Speech Recognition Technology

Innovative speech recognition (SR) technology was utilized to assist students in acquiring more complete and accurate lecture notes. SR-assisted notetaking can be accomplished in different ways to allow students to devote more attention to understanding course material than manually recording the instructor’s lecture content. This technique has far-reaching benefits for students with mobility, sensory, or learning disabilities, students who are non-native speakers with regard to the language of instruction, and visual and aural learners. Lecture notetaking is physically challenging for many students with disabilities who cannot take the bulk of lecture notes themselves. Many students with physical impairments must rely upon hired notetakers for classnotes, which may not readily available or feasible. They are also dependent on the skills and knowledge of the notetaker for the quality of their notes [1]. Difficulties in learning or communication, such as dyslexia, deafness, or underdeveloped English skills, can also hinder students from digesting lecture information and taking complete notes [2-4]. For example, it has been reported that students without disabilities record up to 70% more lecture information than students with learning disabilities [5]. Pilot studies at Purdue University evaluated different approaches of SR-assisted notetaking during typical lecture-based postsecondary and graduate courses with special emphasis on science, technology, engineering and mathematics (STEM) courses. Extensive notetaking is especially required in STEM courses due to the considerable course-specific jargon used and the density and rapid delivery of class information during lectures [6,7]. We propose SR-assisted notetaking as a viable alternative to traditional methods of using a notetaker, allowing students to acquire comprehensive and precise lecture notes for themselves.