Abstract
Objective: This paper is to study the effect of a speech recognition system-based auxiliary communication device on assisting the deaf students in their public PE curriculum. Method: The composition and programming principle of this device were introduced, and the communication conditions between the deaf after wearing this device were tested. The subjects were divided into device-assisted learning group and non-device-assisted learning group, followed by the teaching of 24 simplified shadowboxing movements, and the conclusions were obtained by comparing the using experience and learning results of the two groups. Results: After wearing this device, the deaf accepted three tests—over 90% voice message receiving, semantic comprehension, and emotion acceptance—under specific environment. It appeared that the students using this device had obviously better learning effect than those not using it. Conclusion: This device can help the deaf to master skills in PE course better and faster.
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