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Evaluating Voice-Based AI for Grammar Learning: Does Richer Media Improve Learning?

In: Information Systems and Neuroscience

Author

Listed:
  • Maya Leheta

    (HEC Montreal, Tech3Lab)

  • Alejandra Ruiz-Segura

    (HEC Montreal, Tech3Lab)

  • Alexander J. Karran

    (HEC Montreal, Tech3Lab)

  • Constantinos Coursaris

    (HEC Montreal, Tech3Lab)

  • Patrick Charland

    (Université de Québec À Montréal, Département de Didactique)

  • Sylvain Sénécal

    (HEC Montreal, Tech3Lab)

  • Pierre- Majorique Léger

    (Université de Québec À Montréal, Département de Didactique)

Abstract

The rapid developments within generative AI (GenAI) present new opportunities for personalized tutoring, particularly for students with learning difficulties. However, accessibility challenges persist, as many GenAI models rely on text-based interactions. This study, grounded in social presence theory, examines the effectiveness of interactive AI voice-based learning tutoring in a grammar-learning task. Thirty-seven eighth-grade students, with and without learning difficulties, engaged with three interaction modes: human-tutor text chat, text-based GenAI chat, and voice-based GenAI chat. The results indicate that interaction mode significantly influenced task persistence, cognitive load, cognitive load variability, trust, and perceived confidentiality, with human-tutor chat rated highest. However, interaction mode did not predict task success or engagement. Unexpectedly, voice-based AI was the least effective, as students struggled due to the technology responsiveness. Our findings highlight the need for adaptive AI learning tools and perception of social support to enhance trust and learning outcomes of diverse students. Future research should refine AI adaptations for specific learning challenges.

Suggested Citation

  • Maya Leheta & Alejandra Ruiz-Segura & Alexander J. Karran & Constantinos Coursaris & Patrick Charland & Sylvain Sénécal & Pierre- Majorique Léger, 2025. "Evaluating Voice-Based AI for Grammar Learning: Does Richer Media Improve Learning?," Lecture Notes in Information Systems and Organization, in: Fred D. Davis & René Riedl & Jan vom Brocke & Pierre-Majorique Léger & Adriane B. Randolph & Gernot (ed.), Information Systems and Neuroscience, pages 317-326, Springer.
    • Handle: RePEc:spr:lnichp:978-3-032-00815-2_29
    DOI: 10.1007/978-3-032-00815-2_29
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