Vicky Reed Melvyn Chimes

1. How to train a Dragon: a comparative investigation into attitudes and efficiency of voice dictation software for formative and summative feedback Vicky Reed Melvyn Chimes

2. Introduction What we didn’t do What we did

3. What is Dragon? How does it work?

4. Why?

5. Introduction - Aims

6. Introduction - Outcomes

7. Background literature Technological factors Physical and Mental factors Yengin (2007) 70.4% of 44 lecturers used computers in excess of 6 hrs a day. Blatter and Bongers (2002) working on a computer in excess of 6 hrs a day is associated with an increase in work related upper limb disorders. • Honeycutt (2003, 2008) – A good quality sound card and a fast processor are needed. • Spector (2001) this type of educational technology requires significant investment in resources and training.

8. Background literature User related factors • Mauri et al (2006) – user friendly, but time consuming. • Coniam (2004) – VRS can produce results as reliable as those performed by hand. • Hux et al (2000) - Dragon NaturallySpeaking was significantly better and more consistent at voice recognition than other VRS systems. • Roberts (2003) - Dragon software has improved implications for persons with learning difficulties.Batt and Wilson (2008) VRS represents a valuable tool for producing end comments. • Anderson et al (2009) Technology has been shown to have mixed results as a tool for staff and students with mild disabilities.

9. Methods & methodology Short (open-ended questions) questionnaire (Gillham 2008) Unstructured interviews (Kvale 2008) Rich, narrative driven qualitative data. Valid data - Emphasis on depth, exploration and generation Questions are more ‘flexible’ and ‘more negotiated’ – there are no limits or restrictions This may generate new meanings • Administered electronically for ease. • Questions were more detailed. • Mainly employed a sentence completion model, with some completely open ended questions.

10. Methods & methodology

11. Results Questionnaire Interviews

12. Summary • In both the interviews and questionnaires the answered focused on three main themes/areas • The memos showed that the technological issues and those related to usability (time and location) and user confidence emerged as the main themes. • As a result, it proved quite difficult to align the emerging themes with any of the predicted outcomes.

13. Evaluation

14. Conclusion • Despite all the complications associated with staff absence and radically revised methods etc, the research did provide some illuminating and useful information. • VRS is a useful tool, but how it is used or implemented may need further investigation.

15. Recommendations Future Research The use of Dragon for feedback Once adequate training has been given all participants recommend that VRS be utilised as part of the ‘lecturers toolbox’. Investigation into its use in assessment development for those with learning disabilities has been suggested. Shared comment banks would be a useful addition. • A larger study is needed, with more participants over longer period of time. • More focused training and specific time given for training. • Updated hardware to cope with the demands of the software.

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