Interaction Effects Between Learner Characteristics and Dialogue Format in LLM- and TTS-Generated Dialogue-Based Lessons
Fumie Watanabe, Gendo Kumoi, Tota Suko, Takashi Ishida, Yuko Kuma, Manabu Kobayashi, Shigeichi Hirasawa
Large language models and text-to-speech technology enable low-cost production of dialogue-based lessons: videos in which two speakers converse. The speakers' roles can vary, but little is known about whether all learners respond alike to such differences. In a repeated-measures design, 222 first-year high school students viewed lessons in three formats: a teacher and a student (TS), two students (SS), and two teachers (TT). Within the aptitude-treatment interaction framework, linear mixed-effects models tested whether associations between learner characteristics and outcomes differed by format. The learner characteristics were experiential learning style - seeking challenging, new experiences (CE factor) and learning by reflecting on experience (RCE factor) - and critical thinking disposition; the outcomes were motivation based on the ARCS model, self-reported learning outcomes, and overall evaluation. For motivation, both factors interacted with format: the CE factor's association differed between TS and TT, and the RCE factor's slope was significantly positive in TS and SS and significantly larger in TS than TT. For learning outcomes, no interaction was detected, but critical thinking disposition was positively associated with them. For overall evaluation, again no interaction was detected, but TT was rated lowest. Given small-to-medium interaction effects, these findings are preliminary evidence to inform personalized learning design.
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