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研究生： 蒲鐵男
Phothiphun, Teerpong
論文名稱： 互動式語音訪談訓練系統
Interactive Voice Training System
指導教授： 陳立祥
Chen, Lih-Shyang
學位類別： 碩士
Master
系所名稱： 電機資訊學院 - 電腦與通信工程研究所
Institute of Computer & Communication Engineering
論文出版年： 2020
畢業學年度： 108
語文別： 英文
論文頁數： 113
外文關鍵詞： e-Learning, Virtual interview training, Voice training
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    • Traditionally real training of interview, investigation, or interrogation skills is done manually. It is usually time-consuming, labor-intensive, disruptive, and costly. Furthermore, students might not have much chance to practice those skills before they are put into real-life case scenarios. For these reasons, virtual training can be a playground for students to prepare themselves to be ready for future challenges in their jobs. The interactive voice interview training system is a virtual training system to help students develop and sharpen those skills. With the virtual training, students can learn how to deal and solve various kinds of problems. Instructors can use the system to create diverse kinds of training that can train almost every kind of occupation. Moreover, the system is designed with mechanisms that make it flexible for instructors to create reusable and maintainable training materials. For instance, one generic case story that uses the same set of interrogation questions can have several different associated case stories with different difficulty levels. The virtual training consists of several parts such as, a guiding tree which is used as a guideline in training, a series of interrogation questions which is used to form the training subjects, the virtual person that makes up the training materials, and recording fields for students to record information given by the virtual person. Students have to go through a case story by asking the virtual person question by question, which is similar to they would do in real life. The system will record everything during the training, such as the conversation between the student and the virtual person, and the information recorded by the students. Furthermore, the system provides comprehensive statistics of the training so that students should be able to learn from the training, know their strengths and weaknesses, and improve themselves to get ready for their future jobs.

    Contents 3 Lists of Tables 5 List of Figures 5 Chaper 1 Introduction 8 1.1. Background Information 8 1.2. Thesis objective 8 1.3. System functionality 9 1.4. System Objectives 10 Chaper 2 Related Works 11 2.1. The theoretical model of how to become a good interviewer 11 2.2. Microsoft Azure cognitive services 12 2.3. ASP.NET Core 13 2.4. The “MLAS” subsystem in the “Hints system” 13 Chaper 3 System Design 15 3.1. System Architecture 15 3.1.1. System overview 15 3.1.2. A Guiding Tree example and terminologies 17 3.1.3. Five types of VP’s answer 20 3.1.4. A concrete example of generic case story and case story 22 3.1.5. The Authoring tool 25 3.1.6. The Browsing tool 31 3.1.7. The Virtual person 38 3.2. The system interface design of the authoring tool 40 3.2.1. Create a profession 40 3.2.2. Set up a guiding tree 41 3.2.3. Create a generic case story 46 3.2.4. Add VP’s answers with different types and difficulty levels 48 3.2.5. Create a case story 53 3.2.6. Add a case story as an IVTS question to a test paper in the Hints authoring tool 56 3.3. The system interface design of the browsing tool 58 3.3.1. Get into a case story 58 3.3.2. Start proceeding to the training 59 3.3.3. Review the case story 63 3.4. Database Design 64 3.4.1. Database ER Diagram 64 3.4.2. Data Dictionary 65 Chaper 4 System Implementation 73 4.1. The parts that we implement from scratch in the system 74 4.2. The algorithms of the authoring tool 74 4.2.1. The guiding tree 74 4.2.2. Create a generic story, and a case story 77 4.2.3. Add VP’s answers with different types and difficulty levels 78 4.2.4. Review and evaluate the case story 82 4.3. The algorithms of the browsing tool 84 4.3.1. Utilize JavaScript AJAX for the entire webpage 84 4.3.2. Create a virtual person 85 4.3.3. The algorithms of how to handle five types of VP’s answer 89 4.3.4. Record training activities 95 4.3.5. Review the case story 97 Chaper 5 Discussion 98 5.1. A practical example of the training 98 5.1.1. Build up a guiding tree 99 5.1.2. Create a generic case story, and a case story 100 5.1.3. Assign a case story to students 102 5.1.4. Get into the case story 107 5.2. The feedback from the students 108 Chaper 6 Conclusion 109 6.1. Conclusion 109 6.2. Future work 109 References 111

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