Title: ARTIFICIAL INTELLIGENCE AND VOICE-POWERED ELECTRONIC
TEXTBOOKS AND ELECTRONIC BOOKS
Running head: AI and voice-powered e-textbooks and e-books
Authors: John Leddo
John Leddo, Yihao Guo, Yuwei Liang, Dhanush Banka, Rishabh Chhabra, Cole DiManno, Arjun
Erasani, Ben Chen, Gayatri Gopavajhala, Jaehee Kim, Kirthi Kumar, Shaan Luthra, Krish Malik,
Sadhana Mallemudi, Siddarth Mallemudi, Kapil Manicka, Abhishri Manukonda, Aditya
Menachery, Samanvitha Pulugurta, Kashvi Sarayu Ramani, Thomas Rong, Anshul Samant,
Anchita Shukla, Shaunak Sinha, Kevin Tang, Anika Thatavarthy, Ethan Valentine, Chenqin
Yang, Sofia Yang, Kathleen Yung MyEdMaster, LLC, 13750 Sunrise Valley Drive, Herndon, VA, United States of America John Leddo is director of research at MyEdmaster.
MLA 8 Leddo, John. "ARTIFICIAL INTELLIGENCE AND VOICE-POWERED ELECTRONIC TEXTBOOKS AND ELECTRONIC BOOKS." Int. j. of Social Science and Economic Research, vol. 5, no. 1, Jan. 2020, pp. 190-206, ijsser.org/more2020.php?id=13. Accessed Jan. 2020.
APA(6) Leddo, J. (2020, January). ARTIFICIAL INTELLIGENCE AND VOICE-POWERED ELECTRONIC TEXTBOOKS AND ELECTRONIC BOOKS. Int. j. of Social Science and Economic Research, 5(1), 190-206. Retrieved from ijsser.org/more2020.php?id=13
Chicago Leddo, John. "ARTIFICIAL INTELLIGENCE AND VOICE-POWERED ELECTRONIC TEXTBOOKS AND ELECTRONIC BOOKS." Int. j. of Social Science and Economic Research 5, no. 1 (January 2020), 190-206. Accessed January, 2020. ijsser.org/more2020.php?id=13.
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Abstract: Reading, whether as an end in itself as in language arts classes or as a means for learning when
done through textbooks, has long been an integral part of classroom education. As much of the
information world has moved online, so, too, have books followed. Unfortunately,
commercially-available electronic textbooks (e-textbooks) and electronic books (e-books) are
typically little more than .pdf versions of their paper counterparts, thus not exploiting other
technologies that could be used to increase learning. The present paper describes technologies
that use artificial intelligence (AI) and voice/natural language technologies to increase student
learning in e-textbooks and e-books. As students learn a lesson, they can verbally ask the
technology questions about the content and receive answers much the way they can when using
personal assistants on smart phones. When students have completed the material, the technology
assesses whether they have learned the material by verbally asking questions and allowing
students to answer verbally. Any deficiencies are immediately remediated. When students finish
the assessment in the e-textbook, they do practice problems as they would in a standard etextbook. The difference is that with the present technology, all work is done step-by-step on an
electronic worksheet where the underlying AI technology monitors each step and provides hints
when requested and feedback when mistakes are made. The present e-textbook technology was
tested experimentally by having students either use it or leading publisher Pearson's Algebra 2 Common Core e-textbook to learn division of complex numbers. Students were then given a
post-test to measure their learning. Students using the AI and voice/natural language-powered etextbook scored four times high on the post-test than those using Pearson's e-textbook. The
results suggest that AI and voice/natural language technologies can improve educational
performance when incorporated into e-textbooks and e-books.
The International Journal of Social Science and Economic Research Inviting Papers/Articles for Current Issue Volume 5 No. 2 February 2020.
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