To Read or to Listen: The Effect of Text-to-Speech Software and Accents on Comprehension of Digital Media

Author

Lily Kiamanesh, University of California, Los AngelesFollow
Dillon Murphy, University of California, Los Angeles
Alan Castel, University of California, Los Angeles

Volume

29

Number

1

Department

Dept. of Psychology

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Date

2023

Abstract

Text-to-speech software is a popular tool for consuming information for school, work, and recreation. This study examined two aspects of text-to-speech information exposure: the effect of audio/text modality and type of accent. In Experiment one, participants received material presented in a text-only, audio-only, or dual format. Those who received the material as text-only had significantly higher scores on a comprehension test and higher score predictions than those in the audio-only condition. In Experiment two, participants were presented with audio material in a text-to-speech-generated U.S. English, Mandarin Chinese, or Italian accent. Results revealed that accent did not significantly impact retention or performance predictions. These findings call into question the use of text-to-speech software as an “easier” way to retain information.

Keyword

text-to-speech, audio, text modality, metacognition, digital media, accent

Discipline

Psychology

Document Type

article

DCMI Type

Text

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by/4.0/

Recommended Citation

Kiamanesh, Lily; Murphy, Dillon; and Castel, Alan (2023) "To Read or to Listen: The Effect of Text-to-Speech Software and Accents on Comprehension of Digital Media," Modern Psychological Studies: Vol. 29: No. 1, Article 24.
Available at: https://scholar.utc.edu/mps/vol29/iss1/24