Academic literature on the topic 'Assistive Writing Tools'
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Journal articles on the topic "Assistive Writing Tools"
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Hussein, Sara, and Ahmed A. Khalifa. "Artificial intelligence (AI) and ChatGPT involvement in orthopaedic research activities, the good, the bad, and the Ugly." Egyptian Orthopaedic Journal 58, no. 3 (2023): 149–51. http://dx.doi.org/10.4103/eoj.eoj_86_23.
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Abstract “Scientific writing is a mandatory skill for most researchers, and orthoapedic surgeons are no exception. However, improvement of the writing quality could be achieved using some assistive tools. The most recent ones involve using artificial intelligence (AI), specifically ChatGPT. Although it seems appealing for improving scientific writing and assisting non-native English speakers, its usage is still not well regulated, and ethical issues were raised regarding the misuse of these tools in the scientific research and writing process. Strict regulations controlling the involvement of these tools are still needed, and their judicious and honest utilization is mainly dependent on the researchers themselves.”
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Oberstein, Jill S. "Assistive Technology: Classroom Tools for Reading, Writing and Math." BIOPHILIA 1, no. 2 (2002): 2_22_2. http://dx.doi.org/10.14813/ibra.1.2_22_2.
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Wai Wai, Lim, Yeo Kee Jiar, and Lina Handayani. "A systematic review on interventions for children with dyslexia." International Journal of Evaluation and Research in Education (IJERE) 12, no. 3 (September 1, 2023): 1674. http://dx.doi.org/10.11591/ijere.v12i3.25099.
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<span lang="EN-US">Dyslexia is often described as the most common learning disability among the students that affect their ability to read and write. Children with dyslexia persist to their reading difficulties into adolescence and adulthood if without effective intervention and instruction. Therefore, this paper aims to review on the current state of available interventions for children with dyslexia in Malaysia and compare the interventions conducted outside Malaysia instead of to identify the frequently used for assistive technology tools in improving literacy skills. A total of 30 articles published between 2009 and 2021 that met the inclusive criteria were downloaded from electronic databases such as Scopus, SpringerLink and ScienceDirect. The interventions were divided into two categories which are phonological-based and assistive technology-based. The findings indicated that most of the interventions are focused on assistive technology tools and mobile learning applications become the favorite choice in Malaysia to assist students with dyslexia in ameliorating their learning difficulties. However, the developed mobile learning applications are not focused on teaching phonics and combined all three language skills (reading, spelling, and writing) in an application. Hence, it is imperative that researchers in Malaysia take into account to develop more mobile learning applications that focus on English language phonics and encompass three language skills (reading, spelling and writing) in an application for students with dyslexia.</span>
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Jozwik, Sara, George Peterson Karlan, and Tara Kaczorowski. "Effects of POWER Strategy Instruction for Students Supported by Assistive Technology." Journal of International Special Needs Education 23, no. 2 (October 4, 2018): 45–56. http://dx.doi.org/10.9782/18-0001.
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Abstract This study investigated students' use of assistive technology (AT) tools within the context of Plan, Organize, Write, Edit, Revise (POWER) strategy instruction for writing explanations. Instruction took place in a fifth-grade classroom that included four students with learning, attention, or emotional disabilities and 19 peers without disabilities. The purpose of this study was to evaluate instructional effects and method of transcription used in composing science-related explanations. To examine effects of POWER instruction on writing quality and accuracy, researchers used a multiple baseline design across participants. Method of transcription was evaluated through a concurrent time series design. After POWER strategy instruction, participants' explanations earned quality and accuracy scores that were greater than their respective baseline scores. Scores on AT-transcribed responses exceeded those earned on handwritten explanations, with larger effects on accuracy than on quality. Implications are discussed in relation to POWER strategy instruction for students with disabilities who require transcription support.
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Dunn, Michael. "Students At-Risk of having Dysgraphia: Applying Assistive Technology Tools to help with Pre Writing." Journal of Educational Policies and Current Practices 1, no. 2 (February 22, 2015): 99–111. http://dx.doi.org/10.15340/2147336612844.
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Jacobs, Michael. "Effectiveness of Word Prediction Software WORDQ: “...Predict it, Hear it, Choose it, Review it, Correct it, Write it now...”." Kairaranga 16, no. 2 (July 1, 2015): 55–64. http://dx.doi.org/10.54322/kairaranga.v16i2.260.
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Our cluster receives a number of referrals from schools requesting support with the implementation of assistive technology tools (particularly word prediction software) to support struggling reluctant writers. It is widely acknowledged that writing is pivotal for academic success, and when a learner has difficulty expressing their ideas they often can become alienated and frustrated. Fledging research suggests that the appropriate use of assistive technology like word prediction software can remove such barriers for struggling writers. A popular word prediction software tool used in New Zealand schools is WordQ. This article discusses the background to WordQ, summarises the research supporting its effectiveness as a tool to support struggling writers, and highights ways to overcome barriers to enable the successful implementation of WordQ in schools.
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Alnasser, Suliman M. N. "EFL Learners’ Perceptions of Integrating Computer-Based Feedback into Writing Classrooms: Evidence From Saudi Arabia." SAGE Open 12, no. 3 (July 2022): 215824402211230. http://dx.doi.org/10.1177/21582440221123021.
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Recently, the integration of computer-based feedback (CBF) systems, as assistive tools for instructors, into EFL writing contexts has attracted researchers’ attention. However, EFL learners’ perceptions toward such tools’ application remain under-investigated. Therefore, this study investigates EFL learners’ perceptions toward integrating CBF into writing classrooms in the Saudi higher education level. We adopted a quasi-experimental research design with a mixed-method approach for data collection and purposive sampling as sampling technique. We administered pre-questionnaires to two groups of Saudi male EFL undergraduate students undertaking an English program ( n = 40). The experimental group’s participants developed four multiple draft essays after receiving automated feedback on each essay (i.e., the treatment), after which post-questionnaires were administered to measure shift in their perceptions. The findings suggest that majority of participants held positive views on this tool, and some of their views positively changed at a statistically significant level after practice. However, we identified few student concerns regarding these systems. Thus, although integrating such tools into writing classes provides learners with positive experiences and encourages their engagement in learning, instructors must ensure the students’ access to functional devices and appropriate Internet connections.
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Tam, Cynthia, Janice Archer, Jennifer Mays, and Gretchen Skidmore. "Measuring the Outcomes of Word Cueing Technology." Canadian Journal of Occupational Therapy 72, no. 5 (December 2005): 301–8. http://dx.doi.org/10.1177/000841740507200507.
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Background. Measurement of assistive technology outcomes is complex because many factors (e.g., environment and model of service delivery) influence the successful use of the technology. Purpose. Using the example of measuring the outcomes of word cueing technology, this paper presents an approach for measuring assistive technology outcomes. Method. The Canadian Occupational Performance Measure (COPM) was administered to 29 children with physical and learning disabilities, between the ages of 3.9 and 19 years. Participants were provided with WordQ, a software program designed to assist the development of writing skills. Follow-up data were collected through telephone interviews. Results. The COPM findings supported the effectiveness of WordQ Version 1 to enhance written productivity, with a mean performance change score of 3.5 (SD = 1.5). The COPM was an effective tool for measuring clients' perceived outcome of word cueing technology. Telephone interview was considered a successful method for collecting outcome data. Practice Implications. A mix of tools and methodologies should be used to gain a comprehensive understanding of the impact of assistive technology.
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Prabha A, Jothi, Bhargavi R, and Ramesh Ragala. "Prediction of dyslexia using support vector machine in distributed environment." International Journal of Engineering & Technology 7, no. 4 (October 6, 2018): 2795. http://dx.doi.org/10.14419/ijet.v7i4.17222.
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Dyslexia is a learning disorder characterized by lack of reading and /or writing skills, difficulty in rapid word naming and also poor in spelling. Dyslexic individuals have great difficulty to read and interpret words or letters. Research work is carried out to classify dyslexic from non-dyslexics by various approaches such as machine learning, image processing, understanding the brain behavior through psychology, studying the differences in anatomy of brain. In addition to it several assistive tools are developed to support dyslexics. In this work, brain images are used for screening individuals who have high risk to dyslexia. This work also motivates the application of machine learning in distributed environment. The proposed predictive model uses the machine-learning algorithm Support Vector Machine (SVM). The model is designed in Apache SPARK framework to support voluminous data. The prediction accuracy of 92.5% is achieved using SVM.
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Windy Anggara, Aprillian. "SISTEM INFORMASI PENDATAAN ALAT BANTU BAGI PENYANDANG DISABILITAS PADA DINAS SOSIAL ACEH." Jurnal Indonesia : Manajemen Informatika dan Komunikasi 1, no. 2 (December 30, 2020): 55–62. http://dx.doi.org/10.35870/jimik.v1i2.20.
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One agency that only utilizes the information system manually using Microsoft Word and Excel applications in its data collection is carried out by the Aceh Social Service, which is related to the Assistance Data Collection Information System for Persons with Disabilities which results in the process of making reports being late because they have to open many folders and files. files to collect data in accordance with the desired report from the leadership. From the description, the purpose of writing is to find out and design a Data Collection Information System for Assistive Devices for Persons with Disabilities at the Aceh Social Service using a web-based programming language. There are two methods that the authors use to collect data, namely; field studies and literature studies. Based on the results of observations and the author can draw a conclusion that includes the data collection process for disability tools using an online-based system that is easier to do because it is supported by special reporting for the assistance of disability tools and applications are built using web-based programming languages such as PHP, HTML, CSS., JavaScript, and MySQL as the database.
Dissertations / Theses on the topic "Assistive Writing Tools"
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Xu, Jitao. "Writing in two languages : Neural machine translation as an assistive bilingual writing tool." Electronic Thesis or Diss., université Paris-Saclay, 2022. http://www.theses.fr/2022UPASG078.
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Dans un monde de plus en plus globalisé, il est de plus en plus courant d'avoir à s'exprimer dans une langue étrangère ou dans plusieurs langues. Cependant, pour de nombreuses personnes, parler ou écrire dans une langue étrangère n'est pas une tâche facile. Les outils de traduction automatique peuvent aider à générer des textes en plusieurs langues. Grâce aux progrès récents de la traduction automatique neuronale (NMT), les technologies de traduction fournissent en effet des traductions utilisables dans un nombre croissant de contextes. Pour autant, il n'est pas encore réaliste d'attendre des systèmes NMT qu'ils produisent des traductions sans erreur. En revanche, les utilisateurs ayant une bonne maîtrise d'une langue étrangère donnée peuvent trouver des aides auprès des technologies de traduction aidé par ordinateur. Lorsqu'ils rencontrent des difficulté, les utilisateurs écrivant dans une langue étrangère peuvent accéder à des ressources externes telles que des dictionnaires, des terminologies ou des concordanciers bilingues. Cependant, la consultation de ces ressources provoque une interruption du processus de rédaction et déclenche une autre activité cognitive. Pour rendre le processus plus fluide, il est possible d'étendre les systèmes d'aide à la rédaction afin de prendre en charge la composition de textes bilingues. Cependant, les études existantes se sont principalement concentrées sur la génération de textes dans une langue étrangère. Nous suggérons que l'affichage de textes correspondants dans la langue maternelle de l'utilisateur peut également aider les utilisateurs à vérifier les textes composés à partir d'entrées bilingues. Dans cette thèse, nous étudions des techniques pour construire des systèmes d'aide à la rédaction bilingues qui permettent la composition libre dans les deux langues et affichent des textes monolingues synchronisés dans les deux langues. Nous présentons deux types de systèmes interactifs simulés. La première solution permet aux utilisateurs de composer des textes dans un mélange de langues, qui sont ensuite traduits dans leurs équivalents monolingues. Nous étendons le modèle Transformer pour la traduction en ajoutant décodeur duel: notre modèle comprend un encodeur partagé et deux décodeurs pour produire simultanément des textes en deux langues. Nous explorons également le modèle de décodeur duel pour plusieurs autres tâches, telles que la traduction multi-cible, la traduction bidirectionnelle, la génération de variantes de traduction et le sous-titrage multilingue. La deuxième contribution vise à étendre les systèmes de traduction commerciaux disponibles en ligne en permettant aux utilisateurs d'alterner librement entre les deux langues, en changeant la boîte de saisie du texte à leur volonté. Dans ce scénario, le défi technique consiste à maintenir la synchronisation des deux textes d'entrée tout en tenant compte des entrées des utilisateurs, toujours dans le but de créer deux versions également bonnes du texte. Pour cela, nous introduisons une tâche générale de synchronisation bilingue et nous implémentons et expérimentons des systèmes de synchronisation auto-régressifs et non-autorégressifs. Nous étudions également l'utilisation de modèles de synchronisation bilingue pour d'autres tâches spécifiques, telles que le nettoyage de corpus parallèles et la NMT avec mémoire de traduction, afin de mieux évaluer la capacité de généralisation des modèles proposésIn an increasingly global world, more situations appear where people need to express themselves in a foreign language or multiple languages. However, for many people, writing in a foreign language is not an easy task. Machine translation tools can help generate texts in multiple languages. With the tangible progress in neural machine translation (NMT), translation technologies are delivering usable translations in a growing number of contexts. However, it is not yet realistic for NMT systems to produce error-free translations. Therefore, users with a good command of a given foreign language may find assistance from computer-aided translation technologies. In case of difficulties, users writing in a foreign language can access external resources such as dictionaries, terminologies, or bilingual concordancers. However, consulting these resources causes an interruption in the writing process and starts another cognitive activity. To make the process smoother, it is possible to extend writing assistant systems to support bilingual text composition. However, existing studies mainly focused on generating texts in a foreign language. We suggest that showing corresponding texts in the user's mother tongue can also help users to verify the composed texts with synchronized bitexts. In this thesis, we study techniques to build bilingual writing assistant systems that allow free composition in both languages and display synchronized monolingual texts in the two languages. We introduce two types of simulated interactive systems. The first solution allows users to compose mixed-language texts, which are then translated into their monolingual counterparts. We propose a dual decoder Transformer model comprising a shared encoder and two decoders to simultaneously produce texts in two languages. We also explore the dual decoder model for various other tasks, such as multi-target translation, bidirectional translation, generating translation variants, and multilingual subtitling. The second design aims to extend commercial online translation systems by letting users freely alternate between the two languages, changing the texting input box at their will. In this scenario, the technical challenge is to keep the two input texts synchronized while taking the users' inputs into account, again with the goal of authoring two equally good versions of the text. For this, we introduce a general bilingual synchronization task and implement and experiment with autoregressive and non-autoregressive synchronization systems. We also investigate bilingual synchronization models on specific downstream tasks, such as parallel corpus cleaning and NMT with translation memories, to study the generalization ability of the proposed models
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Olsson, Jonna, and Johanna Mathisson. "Finns det möjlighet att delta? : en studie om hur lärare genom assisterande teknik kan öka delaktigheten i skolan för elever i läs- och skrivsvårigheter." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96777.
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Denna studie undersöker hur olika professioner ser på hur lärare genom assisterande teknik kan öka delaktigheten i skolan för elever i läs- och skrivsvårigheter. Studien bygger på sex semistrukturerade intervjuer och deltagarna består av två specialpedagoger, en speciallärare, en logoped, en IT-pedagog och en forskare inom läs- och skrivsvårigheter samt assisterande teknik. Intervjuerna utgör empirin för studien, vilket har analyserats utifrån delaktighetsaspekterna tillhörighet, tillgänglighet och samhandling. Resultatet av vår analys visar att en elevs tillhörighet främst berör vilken skolform, skola eller klass hen är inskriven i men också huruvida lärare kan skapa möjligheter för en elev att uppleva tillhörighet i en grupp. Resultatet pekar också på att tillgänglighetsaspekten är en övergripande och essentiell del av en elevs delaktighet i skolan och berör bland annat hur lärare genom assisterande teknik kan erbjuda stöd till elever i läs- och skrivsvårigheter att delta i undervisningen. Vidare visar resultatet att tillgänglig assisterande teknik kan möjliggöra för en elevs samhandling, eftersom tekniken kan skapa förutsättningar för eleven att kunna delta och bidra i samma aktiviteter som kamraterna. Studien drar slutsatsen att delaktighet är komplext, men att tillgänglig assisterande teknik kan bidra till att skapa delaktighet för elever i läs- och skrivsvårigheter
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Sharan, Nisha. "Computer: A tool for assisting students having dyslexia." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-105153.
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The aim of this study was to investigate how the computer as a tool is helping dyslectic students who have Swedish as a second language in learning. The following questions were formulated: How important is it to diagnose dyslectic students? How does the computer assistance motivates dyslectic students achieve their goals? How easy is it to include dyslectic students in the ordinary class with computer assistance? And in which way does the school and home environments affect dyslectic students who have Swedish as a second language? The sample consisted of four dyslectic students, 13 to 15 year olds who have Swedish as a second language. And two Swedish and Swedish as second language teachers. They were selected by purposive non-probability sampling. They were all participating in the one to one programme. Data was collected using semi-structured interviews and analysed using content analysis. After transcribing the interviews’ six themes: diagnosis, computer as a tool, inclusion, motivation and environment were identified. The results were that computers are helpful tools for dyslectic students who have Swedish as a second language. Computer assistance makes these students more independent to find ways to support themselves. They do not need to face failure all the time, when they can use the computer to achieve success. It motivates the students to learn more. It was very clear that the students were more efficient in computers compared to the teacher´s. Maybe, both the teachers and the students should be given the same competence education. Motivation as the most important aspect in learning was very noticeable in all the six interviews. Keywords Dyslexia, Computer as a tool, Special Education, Reading Writing Difficulties, Content Analysis, One-One program, Motivation, Swedish as Second language, SVA.
Books on the topic "Assistive Writing Tools"
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Lim, Song Hwee. Taiwan Cinema as Soft Power. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197503379.001.0001.
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This book seeks to understand cinema as a form of soft-power tool. It proposes Taiwan as a prime example of cinema’s effect in assisting a small nation gain prominence on the international stage. It maps Taiwan’s cinematic output in the twenty-first century through the three keywords in the book’s subtitle—authorship, transnationality, historiography. Its object of analysis is the legacy of Taiwan New Cinema, a movement that began in the early 1980s and has had a lasting impact upon filmmakers and cinephiles worldwide for nearly 40 years. By examining case studies that include Hou Hsiao-hsien, Ang Lee, and Tsai Ming-liang, this book suggests that authorship is central to Taiwan cinema’s ability to transcend borders to the extent that the historiographical writing of Taiwan cinema has to be reimagined. It also looks at the scaling down of soft power from the global to the regional via a cultural imaginary called “little freshness,” which describes films and cultural products from Taiwan that have become hugely popular in China and Hong Kong. In presenting Taiwan cinema’s significance as a case of a small nation with enormous soft power, this book hopes to recast the terms and stakes of both cinema studies and soft power studies in academia.
Book chapters on the topic "Assistive Writing Tools"
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Poobrasert, Onintra, and Alongkorn Wongteeratana. "Assistive Technology: Writing Tool to Support Students with Learning Disabilities." In Lecture Notes in Computer Science, 346–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31534-3_52.
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Ichii, Reina, Aya Ono, and Junny Ebenhaezer. "Reflective Writing as a Learning Tool: Assisting Undergraduate Business Students from Diverse Backgrounds to Participate in a Globalised Marketplace." In Transformations in Tertiary Education, 101–17. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2_9.
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"Chapter 1: Assistive Technology for Writing: Tools for Struggling Writers." In Writing and Digital Media, 9–20. BRILL, 2006. http://dx.doi.org/10.1163/9781849508209_003.
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Dunn, Michael. "Helping Struggling Writers." In Assistive Technology Research, Practice, and Theory, 44–56. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5015-2.ch004.
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Assistive Technology (AT), in the domain of special education, is defined as both tools and services. This chapter provides a description of this definition, what recent national and international writing assessment results indicate, what the characteristics of struggling writers are, and how AT can help these children improve and manage the complex and interdependent task of creating prose, story writing in particular. Key examples of AT services are Self-Regulated Strategy Development (SRSD: a step-by-step process for teaching a student a strategy) and mnemonic strategies (the use of keywords to help a child retain the steps in managing a task such as story writing). In the context of writing, AT can range from a pencil grip to a complete computer system with writing-assistance software. Furthermore, the author reviews his own research studies about story writing and how integral AT is to helping these children. Finally, the need for students’ pre-requisite practice with AT is emphasized.
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Michailidou, Sofia, and Eleni Koustriava. "Training a Child with Blindness on the Basic Use of Computer with the Aim of Internet Socialization; an Intervention Program." In Assistive Technology: Shaping a Sustainable and Inclusive World. IOS Press, 2023. http://dx.doi.org/10.3233/shti230643.
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In the present intervention program an eleven-year-old student with visual impairments was introduced in the basic use of a computer for the first time. The key tools for achieving this goal were the screen reading software “NVDA” as well as the development of a well-structured educational program. The purpose of the intervention was to enhance the student’s technological skills, to make him familiar with the use of assistive technology and to enable him to exploit these new skills for his internet socialization. The evaluation of the intervention program’s results was completed on three stages: a) after testing the student’s knowledge and skills in the basic use of a computer (pre- and post-assessment ), b) after measuring his social network, his self-esteem and the perceived social support, and c) after analyzing the content of the student’s written speech based on a series of criteria. (pre- and post-assessment). The results showed that the basic use of a computer was acquired and internet socialization increased his level of self-esteem, his social network and simultaneously created a sense of belonging. Finally, there was an improvement in his writing.
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Selvakumar, P., Sivaraja Muthusamy, D. Satishkumar, P. Vigneshkumar, C. Selvamurugan, and P. Satheesh Kumar. "AI-Powered Tools." In Advances in Computational Intelligence and Robotics, 20–42. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-2615-2.ch002.
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The field of artificial intelligence has a long history and is always developing. It focuses on intelligent agents, which are devices composed of sensors that sense their environment and act in a way that maximizes the chance of achieving a goal. In this essay, the authors discuss the foundations of modern AI along with several examples of its use. Artificial intelligence approaches, including machine learning, deep learning, and predictive analysis, have been the subject of recent research with the goal of enhancing human learning, planning, reasoning, and initiative. Artificial intelligence driven literature review applications that can help save time and effort, enhance your comprehension and writing abilities, and generate high caliber research. Give them a try and discover how they might greatly enhance your literature review procedure. On the other hand, they can be an invaluable resource for assisting in locating pertinent research publications, recognizing key ideas, and monitoring the evolution of research over time.
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Lee, Sangmin-Michelle. "L2 learners’ strategies for using machine translation as a personalized writing assisting tool." In Smart CALL: Personalization, Contextualization, & Socialization, 184–206. Castledown Publishers, 2022. http://dx.doi.org/10.29140/9781914291012-9.
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In recent years, MT has shown a marked increase in popularity among L2 students, both inside and outside the classroom. While MT is a smart tool to assist L2 learners’ writing, ‘smart’ strategies are also crucial for learners to effectively use MT for their language learning. Studies have confirmed that learners’ attitudes and strategies for utilizing and adopting options from resources during their writing and revising vary. In the similar vein, it is assumed that students utilize different strategies when using MT, which will influence their writing outcomes. Despite the growing number of students using MT, learner strategies for using MT have not been reported. Therefore, the current study investigated L2 learners’ strategies for using MT during the writing and revising process. The present study employed a mixed method with quantitative content analysis of the 32 Korean college students’ essays and screen recordings of their writing processes and qualitative analysis of post-interviews. The result showed that the students were not merely dependent on MT during writing, but they effectively and strategically used MT for their needs based on their linguistic knowledge and other resources. However, the study also showed that depending on language proficiencies, the students perceived using MT differently and used it in different ways. While more proficient students perceived MT as a smart CALL tool, using MT was too challenging for low-level students. Based on the results, the study suggested pedagogical implications regarding using MT in language classrooms.
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Calamo, Marco, Francesca De Luzi, Mattia Macrì, Tommaso Mencattini, and Massimo Mecella. "CICERO: A GPT2-Based Writing Assistant to Investigate the Effectiveness of Specialized LLMs’ Applications in e-Justice." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2023. http://dx.doi.org/10.3233/faia230641.
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Does it make sense to develop specialized writing assistants in the era of LLMs - Large Language Models? In this paper, we present CICERO, a specialized writing assistant we have developed for writing (pieces of) sentences in the Italian legal system. Our proposed solution involves fine-tuning a transformer on a pre-processed corpus of Italian civil judgments, resulting in a novel language model that can be deployed as a writing assistant for legal users to improve text writing efficiency. The model can also be further fine-tuned for use in other law-related natural language processing tasks. The experimental validation of CICERO allows us also to draw interesting insights on the meaningful, if any, of developing specialized tools for assisting specific classes of users and knowledge workers, in an era in which we witness the widespread adoption of LLMs.
Conference papers on the topic "Assistive Writing Tools"
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Stefan, Ioana andreea, Antoniu Stefan, Neil Judd, Ancuta Gheorghe, and Lawrence Howard. "DIGITAL ACCESSIBILITY IN LEARNING-INTENSIVE ENVIRONMENTS." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-008.
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Web accessibility has become a priority in educational communities. Facilitating access to digital education information, and services enables more students to be included in complex learning flows that can significantly improve their competencies, thus enabling them a better integration on the labour market. More and more tools are being developed to increase the flexibility, findability, and ease of use for learning content, as well as answer to specific user requirements. However, designing with accessibility in mind and applying accessibility mechanics remain challenging and many elements are often overlooked. This research considers existing barriers in making digital learning content accessible to larger user bases and presents a fully interactive tool designed for people with cognitive and physical disabilities, which can be integrated in a website, ensuring that the information displayed is accessible for those using assistive software such as screen readers, switch control and scanning. The tool resolves website accessibility issues efficiently, economically, and with a focus on enhanced usability, having as a main objective to offer the possibility to use web resources on an equal basis. The Accessabar addresses different disabilities and includes key facilities such as: Text to Speech, Speech Recognition, magnification, change of the font size and style, screen tinting, convert text to audio and can manipulate text and objects on the screen making them accessible to all. By presenting content in a different way, such as controlling the website experience using verbal commands, the Accessabar assist the user in writing, spelling, reading and navigating, providing access to the highest level of accessibility
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Iacobescu, Gabriela Eugenia, and Nikolay Velichkov Pavlov. "TESI MODEL – ASSISTIVE COMMUNICATION TOOL FOR PEOPLE WITH READING, WRITING AND VERBAL COMMUNICATION DIFFICULTIES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0790.
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Mojica, Jose W., Akihiko Kumagai, and Steven Marsh. "Vibration Suppression Drafting Arm for Tremor Patients." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-65217.
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Essential Tremor (ET) is a progressive neurological condition that affects over 10 million Americans. It causes a rhythmic trembling of the body that is most pronounced in the hands. Many ET patients lose the ability to perform simple yet vital tasks, such as writing. Current writing assisting devices are not able to efficiently cancel or restrict the trembling experienced by these patients when they write. We have developed a drafting arm that diminishes the arm and hand vibrations of ET patients by dampening the motion of the pen. Our design incorporates a two-segment arm with variable dampers at its joints. One end of the arm attaches to any table while the other holds a writing device. The two dampers resist the rotation at each joint. ET patients using this tool have shown significant improvement in their writing ability in comparison to using other consumer devices available today. As the final development stage, considerable effort is being put into engineering the device to be of practical use and to function well in the everyday lives of people.
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Pokrivcakova, Silvia. "PERCEPTION OF ONLINE MACHINE TRANSLATORS BY NON-NATIVE STUDENTS OF ENGLISH PHILOLOGY AND FUTURE TEACHERS OF ENGLISH." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end013.
Full textAbstract:
"For centuries, print dictionaries were the primary assisting tool for those who needed to find the meaning of an unknown word or translate something from or to a target language. These days, various technological solutions are available, many of them online and free of charge. Online machine translators (OMTs) are used as dictionaries to look up individual words or translate texts of various lengths. OMTs have changed the situation in foreign language education, too. The paper aims to discover how OMTs are perceived and used by non-native speaking university students of English in teacher-training and philology programmes and identify possible differences. First, the paper summarizes the main directions in the ever-growing research on perceiving OMTs in foreign language education. Second, it presents partial results of the online survey conducted among future teachers of English and students of English philology (English language and culture). The results proved that both groups of respondents use a wide range of OMTs, with Google Translate being the most popular. In general, respondents showed positive attitudes towards OMTs and were satisfied with their outcomes; however, teacher trainees were more critical when the quality of translations was considered and they were more aware of the need for post-editing. Future teachers of English also showed more reserve for using OMTs as means of FL learning (learning new vocabulary, pronunciation, grammar, reading, writing, translating). Only a tiny part of respondents (all future teachers) saw OMTs as a threat to effective foreign language learning. The results proved a more “conservative” perception of OMTs by future teachers of English (which may explain why some practising teachers ban using OMTs in their classrooms, fearing that their students could become dependent on them). Students of English philology (English language and culture) manifested less critical attitudes towards OMT in all observed categories. They focused more on speed and comfort than the quality of translation. This result points to the need to instruct students on using OMTs properly (including post-editing) to get the best possible translating and learning outcomes. The paper presents partial results of the research project KEGA 019TTU-04/2021 Integrating new digital tools into philological research and education sponsored by the Slovak Ministry of Education, Science, Research, and Sport."