具新手引導性之車載語音人機介面設計

魏明瑄

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具新手引導性之車載語音人機介面設計

Designing an Auditory In-Vehicle Speech System with Novice Elicitation Function

魏明瑄 , Masters　　Advisor：黃雪玲　　

英文

新手模式車用語音系統；引導性；語音介面； Novice Mode ； elicitation ； auditory interface

Abstract │ Reference (46) │ Altmetrics

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This research is aimed to design an auditory-only in-vehicle speech system, named as Talking Car Novice Mode that provides with elicitation for a novice to handle easily. In this study, 20 participants were asked to use radio and music functions in two kinds of in-vehicle speech systems respectively, the original Talking Car and Talking Car Novice Mode, while driving in a simulator. In the experiment, subjects need to complete the tasks we assigned, such as change the radio frequency, while driving. And the data of driving performance, the amount of time spent on tasks and the frequencies of calling help functions were recorded by a camera. The NASA-TLX questionnaire and subjective questionnaire were completed after the test. The result indicated that there was no significant difference between driving with and without tasks on either the reaction time of slamming the brake or the frequencies of calling helps. Besides, the learning curve of Talking Car Novice Mode is steep, and it ensures that Talking Car Novice Mode provides enough elicitation to novices. Hence, Talking Car Novice Mode system is a safe, convenient and friendly in-vehicle speech system for users.

Reference ( 46 ) 〈TOP〉

American Association of State Highway and Transportation Officials. (1984). A Policy on Geometric Design of Highways and Street. Washington D.C.: AASHTO
連結：
Broadbent, D. E. (1975). The magic number seven after fifteen years. In A. Kennedy and A. Wilkes, eds., Studies in long term memory. London: Wiley
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/978-0-387-73819-2_11, DOI: 10.1007/978-0-387-73819-2_11
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Clark, R. C., Nguyen, F. and Sweller, J.(2006). Efficiency in Learning: Evidence -Based Guidelines to Manage Cognitive Load. San Francisco: Pfeiffer.
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Daneman, M. and P.A. Carpenter. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19(4), 450-466.
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