Abstract
This research evaluates voice-based self-explanations as a pedagogical tool in preparation for lectures, assesses user preferences between voice and text, and derives design insights. We report two studies: Study 1, a quasi-experimental feld study, with 247 participants divided into voice-based (N = 83), text-based (N = 81), and choice (N = 83) conditions. Study 2 uses semi-structured interviews (N = 16) to explore perceptions of the interaction paradigms in-depth. Results from the frst study revealed a general preference for text, though voice users produced longer responses and more topic-related key-words. Over time, the preference for voice increased among students, from 10% to 46%, when given a choice. Study 2 suggested that factors like social presence contribute to hesitance toward voice-based explanations, with a cognitive load, self-confdence, and performance anxiety also infuencing medium preferences. Our fndings highlight design recommendations and demonstrate the potential of voice-based self-explanations in educational settings, indicating that mixed interfaces might better meet diverse needs.
Originalsprache | englisch |
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Titel | Proceedings of the 2024 ACM Designing Interactive Systems Conference, DIS 2024 |
Redakteure/-innen | Anna Vallgarda, Li Jonsson, Jonas Fritsch, Sarah Fdili Alaoui, Christopher A. Le Dantec |
Herausgeber (Verlag) | Association of Computing Machinery |
Seiten | 86-101 |
Seitenumfang | 16 |
ISBN (elektronisch) | 9798400705830 |
DOIs | |
Publikationsstatus | Veröffentlicht - 1 Juli 2024 |
Veranstaltung | 2024 ACM Designing Interactive Systems Conference: DIS 2024 - Copenhagen, Dänemark Dauer: 1 Juli 2024 → 5 Juli 2024 |
Konferenz
Konferenz | 2024 ACM Designing Interactive Systems Conference |
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Kurztitel | DIS 2024 |
Land/Gebiet | Dänemark |
Ort | Copenhagen |
Zeitraum | 1/07/24 → 5/07/24 |
ASJC Scopus subject areas
- Software