Evaluating the Use of E-Dictionary based on Voice Control Recognition (VCR) in Visual Literacy Learning: A Case Study at Elementary Level Students in Riau Province

Abstract

This research aims to evaluate the impact of using Voice Control Recognition (VCR)-based sound technology in visual literacy learning for students. This study used a non-equivalent pre-test post-test research design with two groups: an experimental group that received intervention using a VCR-based E-Dictionary and a control group that did not. The statistical analysis results indicate that the experimental group demonstrated a significant improvement in visual literacy compared to the control group. This suggests that the use of sound technology can enhance students’ comprehension of visual information. This research has important implications for developing effective visual literacy learning methods in the digital era. Further research ought to investigate the extensive effects of VCR technology, including its influence on additional literacy competencies such as media literacy, as well as its applicability in diverse educational and cultural settings. Future initiatives should also prioritize the development of advanced VCR technologies integrated with artificial intelligence to facilitate personalized learning, explore the long-term consequences of VCR interventions across various educational tiers, and assess cost-effectiveness and scalability to promote widespread adoption, particularly in underfunded or rural educational institutions. Furthermore, interdisciplinary research that amalgamates VCR with other technologies, such as augmented reality (AR) and virtual reality (VR), has the potential to significantly enhance literacy education, thereby equipping students with the essential skills required to navigate the intricacies of the digital era.