Abstract

This study compares the perceived students’ value-in-interaction of a voicebot versus a chatbot that respectively guides through an interactive, gamified learning journey. 32 students participated in this within-subject experiment while exploring learning content on the evolution of computers in a guided either text-based or voice-based interaction with a conversational agent. We measured the value in relatedness, matching, and service value in a follow-up survey, compared the number of correctly answered quiz questions at the end of the experiment, and discussed student’s experiences in short interviews afterward to gather further qualitative insights. While our quantitative results do not indicate significant differences between the two interaction modes neither in descriptive statistics nor in t-tests, our qualitative results indicate that both conversational agents are perceived as valuable learning facilitators with individual preferences that are student- and context-specific regarding each interaction mode. Finally, we suggest needed further research.

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