Greater proportion of voice prompts used correlates moderately with greater stated preference for voice¶

Claim · All claims
Evidence · 1 study · associational r1 · q3 · i2 medium
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Proportion of voice prompts correlated moderately, positively with voice preference (ρ_edited = .509, ρ_unedited = .597, both p< .001). → spearman

Evidence¶

spearman¶

Kaitlin Riegel, Yan Cathy Hua, Paul Denny, Victor-Alexandru Pădurean, Juho Leinonen, James Prather, and Adish Singla. 2026. Say What? Examining Text and Voice Input Modalities for Prompt-Based Programming in Computing Education. Proceedings of the 31st ACM Conference on Innovation and Technology in Computer Science Education V. 1 (ITiCSE 2026). https://doi.org/10.1145/3803400.3809397

q3 · i2 · associational · r1

Spearman rank-order correlations between preference (five-point scale from Text input only = 1 to Voice input only = 5) and proportion of voice prompts showed "a moderate, positive correlation" for both edited (ρ = .509) and unedited (ρ = .597) voice prompts, both p< .001.

"there was a moderate, positive correlation between a greater proportion of voice prompts and a greater preference for using voice (𝜌𝑒𝑑𝑖𝑡𝑒𝑑 = .509,p< .001 and 𝜌𝑢𝑛𝑒𝑑𝑖𝑡𝑒𝑑 = .597,p<.001)"

Discussion¶

Learner Variables¶

• Learning-Style Preferences — predictor: learners reporting different styles differed here; not a test of matching instruction to style

Related Claims¶

• Unedited voice prompts have lower odds of first-attempt success than text prompts on two of three Prompt Problems — related
• Students perceived text input as superior for accuracy, control, and editability, with transcription errors a key voice drawback — related
• Edited voice prompts did not significantly differ from text prompts in first-attempt success — related
• Students overwhelmingly used text prompting, and prior modality choice did not predict subsequent choice among dual-mode users — related
• Initial prompting method did not explain immediate success on the third problem (P3) — related
• Teachers' reflective prompt levels correlate significantly with the reflective level of their students' responses — related