摘要：The aim of this study was to apply Speech-to-Text Recognition (STR) in an effort to improve learning
performance in an online synchronous cyber classroom environment. Students¡¯ perceptions and their behavioral
intentions toward using STR and the effectiveness of applying STR in synchronous cyber classrooms were also
investigated. After the experiment, students from the experimental group perceived that the STR mechanism
was easy to use and useful for one-way lectures as well as for individual learning. Most students also expressed
that they were highly motivated to use STR as a learning tool in the future. Statistical results showed moderate
improvement in the experimental groups¡¯ performance over the control group on homework accomplishments.
However, once the students in the experimental group became familiar with the STR-generated texts and used
them as learning tools, they significantly outperformed the control group students in post-test results. Interviews
with participating students revealed that STR-generated texts were beneficial to learning during and after oneway
lectures. Based on our findings, it is recommended that students apply STR to enhance their understanding
of teachers¡¯ lectures in an online synchronous cyber classroom. Additionally, we recommend students should
take advantages of the text generated by STR both during and after lectures.
关键词：Speech to text recognition, Synchronous learning, Homework, Note¨Ctaking
