Journal of Communication and Computer 8 (2011) 744-750 Surachai Suksakulchai 1 and Settachai Chaisanit 2 1. Department of Electrical Technology Education, Faculty of Industrial Education and Technology, King Mongkut's University of Technology Thonburi Bangkok, Bangkok 10140, Thailand 2. Faculty of Information Technology, Sripatum University, Chonburi 20000, Thailand Received: March 30, 2011 / Accepted: May 18, 2011 / Published: September 30, 2011. Abstract: This research describes the development of Digital Talking Book (DTB) software based on the international specifications called ANSI/NISO Z39.86-2005. The purpose of this study was to demonstrate the processes of applying the specifications to software development for the online digital talking book production frameworks using browsers. The research and development in this study mainly concentrate on a DTB production system. Due to the arrival of affordable broadband Internet access, it makes an online production method of the DTB, which includes MP3 and XML files over the Internet, possible. This is because the DHTML on a client side scripting language makes web browsers interactive enough to support DTB production. According to these two technologies, it is possible to use a web browser as a DTB production over the Internet. The successful development of this online production system leads to the new era of the Digital Talking Book production for the blind. In this paper, a system that enables an interactive online production of DAISY books over the internet was described. The system was operated in conjunction with people participation and sharing in the creation of digital talking books. The procedures were reviewed and evaluated by eleven experts and a field experiment of sixty volunteers and thirty prints disabled was conducted to test the system. The results showed that the main goal of this research was achieved and the system has provided an excellent potential for the production of digital talking books. Key words: Online system, digital talking books production, DAISY, print disabled. 1. Introduction As we all know that information and knowledge are very important for everyone including people with disability. There are many types of disability that human is facing nowadays. Each type of impairment has the specific difficulties of accessibility to information for those people, for example, the blind has the accessible problem about visualization. However, the useful assistive technologies can practically help the handicap people to access groups of information by converting undetectable sections to observable sections. In the blind cases, the technology for converting from text to speech is very helpful for them. Unfortunately, the information for those people has been stored in difference formats and locations that make it hard for Settachai Chaisanit, Ph.D., research fields: information technology and education. E-mail: ballb2@gmail.com. Corresponding author: Surachai Suksakulchai, Ph.D., professor, research fields: electrical technology and education, E-mail: surachai.suk@kmutt.ac.th. them to access. For the blind, there is a published standard for formatting the paper-based book to be a Digital Talking Book format (DTB) called DAISY, Digital Accessible Information System [1]. With this standard, the blind can thoroughly access all contents in the book. However, there is a remaining problem about the DAISY book production. To create DAISY books, it requires a lot of facilities and equipment such as sound studios, sound control systems, DAISY convertors, and etc.[2]. In addition, the process of DAISY book production is not cost effective as the expenses associated with publication are very high, the production process is also time consuming and it requires the services of volunteers who need to be able to fit the book production into their schedule. The aim of this work is to create a new way to produce digital talking books using the Internet. With this technique, it will allow volunteers to participate in
745 accessing, producing, improving and sharing DAISY books from their home by using their computers and high speed internet connections. This will decrease the need for luxury facilities and it will also help volunteers to participate easily. Moreover, the system can automatically edit and convert sound to the DAISY format. This media not only serves their users well by providing human speech recordings of a wide array of print materials in increasingly robust and cost-effective formats, but also by creating a society of participatory learners and a wide sharing of knowledge. 2. Literature Review 2.1 Digital Talking Book The history of DAISY started in 1988 by The Swedish Library of Talking Books and Braille (TPB) [3, 4]. The TPB has been serving print-disabled university students with alternative reading materials. From the beginning, the intention of DAISY was to provide for the print disabled students better access. Therefore, the DAISY concept emerged based on storing phrases of auditory materials. Additional requirements were added, such as ability to navigate from phrase to phrase or section to section (blocks of text), text search, page search, place and search for bookmarks and make notes. The DAISY Consortium was established in 1996. The aim of the international consortium was to: (1) establish DAISY as a standard; (2) manage further developments - including playback tools; (3) manage the use and licensing of DAISY and; (4) promote the concept. The focus is on offering the print disabled readers increasingly better products. In 2001 DAISY 2.0 was launched, and extended and revised to be the 2.01 standard. SMIL metadata set, Master SMIL and supported audio formats were defined. DAISY 2.02 was based on XML/XHTML instead of HTML 4. The DAISY 2.02 supported all six types of DAISY books, ranging from all text without Fig. 1 DAISY book structure [5].
746 audio to all audio and no text. In 2002 the DAISY3/NISO DTB specification (ANSI/NISO Z39.86-2002) was established. In DAISY 3.0, the structure of XML-files was described in Fig. 1, so one master XML-file may be the base for producing DAISY synthetic audio files (to a DAISY book), electronic books and printed books. This is particularly interesting for producing DAISY full text books [5]. In 2005, the 2002 specification was revised to ANSI/NISO Z39.86-2005 [5, 6]. The features specified by the standards are not always presented when reading a DAISY book. This is due to two reasons either the DAISY book not produced to enable the features, or the features not implemented in the playback devices. For example, if one wants to move through text one line at the time synchronized with the audio narrator, the DAISY book needs to be a full text version as well as having tagged each line of text to an audio file within the SMIL file. In addition, the playback device has to be able to both play audio files and present text on a screen, i.e. computer software [7]. 2.2 Education and DAISY Most studies have focus on DAISY as additional learning material in primary and lower secondary schools in Sweden or Norway, and are qualitative - using observations and interviews. In 2005, Bredtvet Centre of Competence [8-10] conducted a Norwegian study with similar aims: To test how DAISY books work for students with moderate to serious reading/ writing difficulties. 7 students from 6th to 10th grade were monitored over 5 months. In addition, 6 parents and 5 teachers of the students were informants. In 2006, Hilden [11] observed and interviewed 32 Swedish children the age of 9-13 years, over a time span of 3 months. Her focus was on what print-disabled students needs have to audio and digital books. Her study is broader than the others, but her angle is pedagogical on different reading methods, and not so much aligned with the research questions of this study. In 2007, NLB [12] finished their trials aimed at gathering experience with synthetic speech in DAISY. Also, MediaLT [13] wrapped up an open informal on-line survey on DAISY, having received 77 replies. 63 respondents were visually impaired - however, most were adults. 3. System Approach 3.1 Environmental Template The system adopted a three-tier structure based on the client/server model. 3.1.1 Tier 1: Client-Tier Technologies The client-tier technologies are the group of components that run on the user side on the web-based application. Clients have no need to install any software except a flash player to access media on demand. It only once needs a plug-in setup of the flash player to work properly in any web-browser. The client can get the client-tier components by downloading web-browsers via a web-server such as HTML, DHTML, JavaScript, PHP, AJAX, and RED5/Flash player. The components will be automatically run on the web-browser. 3.1.2 Tier 2: Middle-Tier Technologies The middle-tier proceeds to serve the content and provides some prerequisite information required in the client-tier. The components combined at the middle-tier include a media streaming server and a web server that integrates the media streaming technology, the noise reduction algorithm, and the audio compression software. However, the media output from audio recordings is a FLV file format which has some noise and cannot be generated to the DAISY format. Therefore, the FFmpeg (the open-source audio compression software) and noise reduction algorithm have to be input into the system to convert FLV media type files to MP3 files. 3.1.3 Tier 3: Data-Tier Technologies The data-tier is the group of components that are run
747 to generate the navigator for the generated of the audio files into DAISY format before they are sent to the database. The content of the format consists of the navigation specification, and audio management. The file types that relate to the standard include: (1) NCX (Navigation Control for XML applications) file used for storing the chapter content in a Digital Talking Book; (2) SMIL (Synchronized Multimedia Integrated Language) used for storing the synchronized information of the Multimedia in a Digital Talking Book; and (3) XML (Extensible Markup Language) used for storing the detail content of a Digital Talking Book. However, the database is the most important component in this tier. MySQL, which is the most popular open source database, is used. It is a relational database management system (RDBMS) that is based on Structured Query Language (SQL). MySQL has a small size and fast speed so many small and medium websites choose it for their website databases to reduce costs. Because of its advantages, MySQL was chosen to manage the database system in this research. 3.2 System Design In Fig. 2, the user starts the process by selecting the preferred book from the content management module on a web browser. The web server will redirect to the audio recording module that is integrated with RED5 (the open source media streaming technology). The listed books will show on the web page, and then the users can select and record the content. The users can improve the audio by pressing a short-cut key on browser. In the meantime, the audio is transferred to a placeholder in the prepared media server. The transferring audio uses the Real Time Messaging Protocol (RTMP) for streaming all related audio files to the servers and stores the information in the database server which converts the audio from a FLV file to a MP3 file and generates to the DAISY format via XML and SMIL structure. Finally, the web server responds to all requests from the end user (print-disabled, visual impaired and blind libraries). The end user can download the DAISY digital talking book from the Client Streaming server compressed Protocols encoder Internet decoder Protocols Storage device Content format Navigation specification management Export Fig. 2 Architecture of the system. Instruction media Blind user
748 server for use of basic competent [14]. 4. The Streaming Media Technology for DAISY Book Production System over the Internet The streaming media technology for DAISY book production system over the Internet is started at http://www.innomedialab.org /daisy. As shown in Fig. 3, The mainly module of the streaming media technology for DAISY book production system over the Internet display typical content and sound record system, then user can read by following the content and record for creating e-audio books. User interface of this module is divided into various sections frames. At the down sides of the user interface show that the audio control window, then teacher can be create instruction media by read content on the right hand side. After that, sound and waveform of reader was showed, recorded and uploaded to audio streaming server. At the top of the user interface we put the basic buttons of using the system. However, when the instruction media have been complete, it can be download for blind user. For the audio streaming, the criteria for the quality of audio, like fly audio and the highest quality of audio. Finally, research present tool for create instruction media. The system provides the following features that are properly adapted to the users special requirements: Fig. 3 The Main page of System.
749 Content extraction: tool of content extraction for further; streaming recorder: tool of sound record system; Search: tool of content retrieval according to search keywords; News: tool of announce new information to member; Web board: tool of post questions or communication with member group; Download: tool of delivery more material and electronic content to group of member; Member: tool of register new user and tracker of the statistics of the member activities. 5. Results and Discussion This study used the two stages of evaluation created by Dick & Carey (1996) consists of: (1) First Expert Review; and (2) Satisfaction Experiment [15]. The evaluation criteria for determining the overall quality of the software testing, its clarity and impact were defined by ISO 9241-110 (2006) [16] and the satisfaction of the system were determined according to usability criteria, effectiveness, efficiency, and satisfaction and followed ISO 9241-11 (1998) [17]. The surveys used a 5-point Likert-type scale (1 = strongly disagree, 5 = strongly agree). Expert Review phase: Eleven experts with a high level of expertise in this research field reviewed the prototype version to identify any deficiencies or problems. The experts estimation provided a recommended design for the modification of the system. The suitability of the concepts, the suitability for the task, suitability for learning, suitability for individualization, conformity with user expectations, the self-descriptiveness, controllability, and error tolerance were shown to have means of 4.40 (SD = 0.37), 4.00 (SD = 0.40), (SD = 0.57), 4.00 (SD = 0.49), 4.30 (SD = 0.28), 4.01 (SD = 0.42), 4.20 (SD = 0.48), and 4.10 (SD = 0.38), respectively (Table 1). According to the experts suggestions, several designs Table 1 Means and standard deviations for system prototype by expert review. Category M SD Concepts 4.40 0.37 Suitability for the task 4.00 0.40 Suitability for learning 4.10 0.57 Suitability for individualization 4.00 0.49 Conformity with user expectations 4.30 0.28 Self-descriptiveness 4.01 0.42 Controllability 4.20 0.48 Error tolerance 4.10 0.38 Table 2 Means and standard deviations for system prototype by The satisfaction experiment. Category M SD Accessibility 4.61 0.50 quality 4.53 0.23 Usability 4.50 0.48 Content 4.37 0.53 were changed including a redesign of graphic figures and more options for editing messages. Satisfaction Experiment phase: The overall satisfaction of blind students towards the digital talking book by online participatory production system was also conducted to identify a way of evaluating the quality of users. The level of satisfaction was determined through four categories: accessibility, audio quality, usability, and content. These showed means of 4.61 (SD = 0.50), 4.53 (SD = 0.23), 4.50 (SD = 0.48), and 4.37 (SD = 0.53) (Table 2). The overall satisfaction of blind towards the digital talking book by online participatory production system design was estimated as strongly agree, and the degree of clarity of system was rated higher than target levels. 6. Conclusions This study evaluated the concept of an innovative procedure to automatically generate DAISY digital talking books by online technology. It was confirmed that the system, as an online DAISY talking book production system, provided useful benefits. The System Design and Developing Environment Template may be generalized for use in other contexts that require an online supplemental environment to support
750 participatory development. The system is a pioneer in DAISY production and the quality of talking books has increased over the years, however many older books were defective. In addition, the volunteers can participate more easily in selecting the content, sharing a voice in DTB creation, improvement and sharing experiences. Those with a print disability also find it easier to access talking books. After the development of the system a major project was launched and completed following the objectives of the researcher. Every book in the archive has been validated and meets the specifications described in the DAISY standard. There is now an archive that exclusively contains the system for valid DAISY talking books production. Acknowledgment I would like to thank Sripatum University and KMUTT, without all the assistance the completion this work would not have been possible. Also, I wish to especially thank the Blind National Library of Thailand for making some useful comments on both the concept of the evolutionary approach. References [1] National Information Standards Organization. Specifications for the Digital Talking Book, available online at: http://www.niso.org/ standards/resources/z39-86-2005.html. [2] T.K. Christensen, D. Margit, Access to Information on Demand by the Aid of Digital Talking Books, Intelligent Paradigms for Assistive and Preventive Healthcare, 2006, pp.117-132. [3] H. Kompetansesenter, Daisy-Production, available online at: http://www.ks-huseby.no/daisy/teknisk.htmld1e646, 2010. [4] Daisy Consortium, Technical Specifications, available online at: http://www.daisy.org/specifications, 2010. [5] National Information Standards Organization (NISO), Specifications for the Digital Talking Book, NISO Press, 2002. [6] National Information Standards Organization (NISO), Specifications for the Digital Talking Book, NISO Press, 2003. [7] M. Eileen, N. Stenberg, Appraising and evaluating the use of Daisy for print disabled students in Norwegian primary and secondary education, Norway: University of Oslo, 2007. [8] Canadian National Institute for the Blind (CNIB), available online at: http://www.cnib.ca, 2010. [9] N. Coombs, The information highway and the print disabled, IFLA International Federation of Library Association Conference in Istanbul, 1995. [10] Bredtvet Resource Centre, available online at: http://www.utdanningsdirektoratet.no/upload/rapporter/p ilotstudie2004.pdf, 2008. [11] A. Hilden, What Print-Disabled Students Needs Have to and Digital Books, available online at: http://www.hi.se /butik/pdf, 2009. [12] Jostein Helland Hauge NLB, Norwegian Ministry of Culture and Church Affairs, available online at: http://www.regjeringen.no/upload/kilde/kkd/hdk/2003/00 01/ddd/pdfv/172121-rapportlitteratur - oginfotjenester.pdf, 2008. [13] Morten Tollefsen Media Lunde Tollefsen (MediaLT), available online at: http://www.medialt.no/?pageid=174, 2008. [14] S. Chaisanit, S. Surachai, A development of an online audio streaming recorder system for blind learner, International Joint Conference (ICCAS-SICE2009), Japan, 2009. [15] W. Dick, L. Carey, The Systematic Design of Instruction, New York: NY: Harper Collins, 1996. [16] International Organization for Standardization, Ergonomics of Human-System Interaction - Part 110: Dialogue principles, 2006. [17] International Organization for Standardization, Ergonomic Requirements for Office Work with Visual Display Terminals (VTDs) Part 11: Guidance on Usability, International Organization for Standardization, 2006.