Usability and learning in a speech-enabled reading tutor: A field study

Abstract

In this paper we discuss outcomes of a field study conducted to evaluate usability and learning associated with a speech-enabled reading tutor application for adults. The evaluation compared learning outcomes and usability measures between two versions of the software, as well as with traditional classroom instruction. Findings indicate small usability improvements and no significant difference in learning between versions, and equivalent learning levels between the groups who used the software exclusively and those that had a teacher cover the material instead. We discuss these results and how challenges associated with the field evaluation may have impacted the findings.