Designing Voice Interfaces: Back to the (Curriculum) Basics
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Voice user interfaces (VUIs) are rapidly increasing in popularity in the consumer space. This leads to a concurrent explosion of available applications for such devices, with many industries rushing to offer voice interactions for their products. This pressure is then transferred to interface designers; however, a large majority of designers have been only trained to handle the usability challenges specific to Graphical User Interfaces (GUIs). Since VUIs differ significantly in design and usability from GUIs, we investigate in this paper the extent to which current educational resources prepare designers to handle the specific challenges of VUI design. For this, we conducted a preliminary scoping scan and syllabi meta review of HCI curricula at more than twenty top international HCI departments, revealing that the current offering of VUI design training within HCI education is rather limited. Based on this, we advocate for the updating of HCI curricula to incorporate VUI design, and for the development of VUI-specific pedagogical artifacts to be included in new curricula.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.011 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it