Does the Medium Mater? An Exploration of Voice-Interaction for Self-Explanations

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.