arXiv subjects

Tota Suko

Publications and source records attributed to Tota Suko.

3 recordsLinked to original sources

arXiv2026

Interaction Effects Between Learner Characteristics and Dialogue Format in TTS Dialogue-Based Lessons

This study examined how learner characteristics affect motivation, learning outcomes, and overall evaluation in three types of dialogue-based lessons---(1) teacher--student, (2) student--student, and (3) teacher--teacher---generated using a large language model (LLM) and Text-to-Speech (TTS) technology. In particular, we focused on the interaction effects between dialogue format and learners' experiential learning style (the Concrete Experience factor, CE; and the factor of active experimentation through reflective observation and abstract conceptualization, RCE) and critical thinking disposition. Using a repeated-measures design with 222 first-year high school students, we analyzed the data with linear mixed-effects models. The results showed a significant interaction between learner characteristics and dialogue format for ARCS-based motivation. Specifically, the effect of the CE factor on motivation was more strongly positive in the teacher--teacher format than in the teacher--student format, whereas the positive effect of the RCE factor was relatively weaker in the teacher--teacher format. For learning outcomes, the interactions between dialogue format and both the CE and RCE factors showed a trend toward significance. No significant interaction emerged for overall evaluation; however, the overall evaluation of the teacher--teacher format was significantly lower than that of the teacher--student format, a pattern that diverged from the positive effect observed for motivation. These results suggest that dialogue format should be selected according to learner characteristics in TTS dialogue-based lessons. Because the effect sizes of the significant interactions were all small to medium, however, the findings of this study should be regarded as preliminary evidence for the design of personalized learning.

cs.CY↗

arXiv2026

A Semi-Automated System for Generating Dialogue-Based TTS Lessons Using Large Language Models: An Exploratory Study of Educational Potential

This study proposes a semi-automated system for generating dialogue-based lessons using Large Language Models (LLMs) and Text-to-Speech (TTS) technology, and exploratorily examines its educational potential via a practical quasi-experiment. The system augments rather than replaces educators through a three-stage human-in-the-loop workflow (LLM-based slide/narration generation, educator review, automated audiovisual integration), and introduces a novel method for generating Expert-Novice dialogue narration based on cognitive apprenticeship theory. In a study of 245 first-year high school students who sequentially experienced three lesson formats (instructor voice, single-speaker TTS, dialogue TTS; content differed across sessions, limiting format/content separation), we conducted within-subject (Friedman test, N<=183) and repeated cross-sectional (Mann-Whitney U, N=229/206) analyses. TTS audio did not substantially degrade the learning experience versus instructor voice, supported by TOST equivalence testing. Dialogue TTS was significantly superior to single TTS in comprehension (p=.006, q=.025) and cognitive engagement (p=.019, q=.048); enjoyment was non-significant after FDR correction (q=.081) but reached significance after controlling for prior knowledge (proportional-odds model, OR=1.65, q=.025), and these advantages were not attributable to prior-knowledge imbalance. Conversely, single TTS was superior in audio naturalness (p<.001, q<.001, r=-.238), revealing a trade-off between dialogue's benefits and higher extraneous cognitive load. Dialogue format was preferred by 66.9% of learners as most enjoyable (p<.001). These results reflect a fixed-order design; replication is needed before generalizing them as effects of lesson format. This study provides a theoretical and empirical basis for the educational acceptability of TTS audio and for TTS lesson-format design.

cs.CY↗

arXiv2019

A Note on the Estimation Method of Intervention Effects based on Statistical Decision Theory

In this paper, we deal with the problem of estimating the intervention effect in the statistical causal analysis using the structural equation model and the causal diagram. The intervention effect is defined as a causal effect on the response variable $Y$ when the causal variable $X$ is fixed to a certain value by an external operation and is defined based on the causal diagram. The intervention effect is defined as a function of the probability distributions in the causal diagram, however, generally these probability distributions are unknown, so it is required to estimate them from data. In other words, the steps of the estimation of the intervention effect using the causal diagram are as follows: 1. Estimate the causal diagram from the data, 2. Estimate the probability distributions in the causal diagram from the data, 3. Calculate the intervention effect. However, if the problem of estimating the intervention effect is formulated in the statistical decision theory framework, estimation with this procedure is not necessarily optimal. In this study, we formulate the problem of estimating the intervention effect for the two cases, the case where the causal diagram is known and the case where it is unknown, in the framework of statistical decision theory and derive the optimal decision method under the Bayesian criterion. We show the effectiveness of the proposed method through numerical simulations.

stat.ME↗