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DOI: https://doi.org/10.63345/ijre.v14.i8.1
Er. Siddharth
Bennett University
Greater Noida, Uttar Pradesh 201310, India
Abstract
Voice-activated learning tools, underpinned by advances in speech recognition and natural language processing, represent an emergent pedagogical innovation aimed at fostering interactive, hands-free educational experiences. This expanded abstract details the multifaceted roles these technologies play in inclusive classrooms, specifically their capacity to support diverse learner populations—including students with physical disabilities, visual impairments, language barriers, and differing learning styles. Over an eight-week intervention, we deployed custom voice-enabled tablets in four urban elementary classrooms, integrating features such as voice-driven navigation, interactive quizzes, and text-to-speech capabilities. Quantitative analyses revealed significant gains in mathematics (mean increase = 12.4%) and reading comprehension (mean increase = 9.8%), with disproportionately larger improvements among students with documented disabilities. Engagement metrics demonstrated consistent usage patterns, averaging 18 successful voice commands per session at an 87% recognition accuracy, indicating sustained student interest beyond novelty effects. Qualitative data, derived from teacher interviews and student focus groups, underscored three primary themes: enhanced learner autonomy, improved accessibility for motor- and visually impaired students, and persistent technical challenges related to ambient noise and recognition errors. These insights highlight the pedagogical promise of voice interfaces to actualize Universal Design for Learning principles, while also illuminating implementation considerations—such as the necessity for noise management strategies, microphone calibration, and comprehensive teacher professional development. The study concludes with actionable recommendations for educators and technology developers, advocating for co‑design approaches, iterative usability testing, and ongoing technical support to realize the full inclusive potential of voice-activated learning environments.
Keywords
Voice-Activated Learning, Inclusive Classrooms, Speech Recognition, Accessibility, Educational Technology
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