Jul 2026· International Conference on Conversational User Interfaces· 0 citations· 41 references
Computer Science
TL;DR
A user study comparing two modalities for writing prompts for generative AI tasks reveals that input modality significantly influenced prompting behaviour but did not lead to measurable differences in subjective evaluations.
Abstract
Generative AI systems, such as ChatGPT, are increasingly integrated into how users work and create content. The most common way to interact with these systems is through text-based prompting, typically produced by typing on a keyboard or using speech-to-text. While speech input is supported in generative AI systems, little research has examined how speech and typing differ for prompt creation. We conducted a user study (N = 40) comparing two modalities for writing prompts—speech and typing—across two common generative AI tasks: image creation (e.g., a self-portrait) and text creation (e.g., a blog post). We examine behavioural metrics (prompt length, time, and iterations) and subjective perceptions of the experience and generated output. Our results reveal that input modality significantly influenced prompting behaviour but did not lead to measurable differences in subjective evaluations.
This work pair 200 real-world Udio prompts with their generated audio and free-form descriptions collected from English- and Korean-speaking listeners, and contributes a human-derived taxonomy of musical prompting vocabulary grounded in real user data, finding a consistent structural asymmetry.
This paper presents HIVE (Human Input-Variation Engine), a suite of voice transcription perturbations and QWERTY keyboard perturbations and uses HIVE to evaluate how robust models are to these perturbations.
Zizhao Hu, N. Segura, Mohammad Rostami et al.· 0 citations
This qualitative analysis revealed how students' perceived the roles of voice and text input in shaping their problem-solving process, as well as the reported drawbacks and advantages of each modality.
K. Riegel, Yan Cathy Hua, Paul Denny et al.· Annual Conference on Innovat...· 0 citations
Pedagogy and assessment should focus less on whether AI is present than on whether learners understand, transform, and authorise its contribution, according to whether learners understand, transform, and authorise its contribution.
Aser Altalib· International Journal of TES...· 0 citations
People with physical and motor disabilities face significant barriers when interacting with image creation applications that rely on keyboard input, touchscreens, or complex graphical interfaces. Although modern AI image generation models produce high-fidelity images from textual descriptions, they remain dependent on...
Dasari Sri Krishna, Vaddi Radhesyam, Lakshmi Aiswarya Narikimilli et al.· 2026 4th International Confe...· 0 citations
Revision tasks using ChatGPT were embedded into a 15-week SFL–GBA writing class at a university in Japan and showed a gradual shift toward a more academic register with higher lexical density and more nominalizations.
Akiko Nagao· Australian Review of Applied...· 0 citations
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