The language diversity in India's education sector poses a significant
challenge, hindering inclusivity. Despite the democratization of knowledge
through online educational content, the dominance of English, as the internet's
lingua franca, limits accessibility, emphasizing the crucial need for
translation into Indian languages. Despite existing Speech-to-Speech Machine
Translation (SSMT) technologies, the lack of intonation in these systems gives
monotonous translations, leading to a loss of audience interest and
disengagement from the content. To address this, our paper introduces a dataset
with stress annotations in Indian English and also a Text-to-Speech (TTS)
architecture capable of incorporating stress into synthesized speech. This
dataset is used for training a stress detection model, which is then used in
the SSMT system for detecting stress in the source speech and transferring it
into the target language speech. The TTS architecture is based on FastPitch and
can modify the variances based on stressed words given. We present an Indian
English-to-Hindi SSMT system that can transfer stress and aim to enhance the
overall quality and engagement of educational content.

通过提供一个带有印度英语重读标记注释的数据集，并且使用能够将重读融入合成语音的文本转语音架构，本文介绍了一个能够检测源语音中的重读并将其转移到目标语言语音中的印度英语到印度语的语音机器翻译系统，旨在提高教育内容的整体质量和吸引力。

口语到口语机器翻译中应力转移尝试

Attempt Towards Stress Transfer in Speech-to-Speech Machine Translation

Interaction is a fundamental part of using any computer system but it is
still an issue for people with special needs. In order to improve this
situation, this paper describes a new device-interaction model based on
adaptation rules for user models. The aim is the adaptation at the interaction
level, taking into account the interaction device features in order to improve
the usability through the user experience in the education sector. In the
evaluation process, several students from a special education center have
participated. These students have either a physical or sensory disability or
autism. The results are promising enough to consider that this model will be
able to help students with disabilities to interact with a computer system
which will inevitably provide tremendous benefits to their academic and
personal development.

本文提出了一种新的以适应规则为基础的设备交互模型，旨在适应交互级别，通过用户体验以提高教育领域的可用性，评估结果对于帮助残疾学生与计算机交互有着巨大的潜在益处。