Impact of AI-Generated Voice Narration on Students' Reading Comprehension
DOI:
https://doi.org/10.5281/zenodo.20553402Keywords:
AI voice narration, reading comprehension, artificial intelligence, text-to-speech, quasi-experimental, elementary education, educational technology, literacy interventionAbstract
This study examined the effects of AI-generated voice narration on the reading comprehension skills of Grade 6 students. The research addressed the growing integration of artificial intelligence in education and its potential to improve literacy instruction through auditory support. A quasi-experimental pretest-posttest control group design was employed involving 46 Grade 6 students from a public elementary school in Cebu, Philippines. Participants were divided into a control group exposed to traditional self-reading and an experimental group that used AI-generated voice narration during reading activities. Data were collected using researcher-made comprehension tests administered before and after the intervention. Statistical analysis included descriptive statistics, Mann–Whitney U tests, and Wilcoxon Signed-Rank tests. Results revealed that the experimental group demonstrated greater improvement in reading comprehension compared to the control group. The experimental group’s mean score increased from 14.74 to 17.13, while the control group showed only minimal improvement from 14.83 to 15.22. Findings suggest that AI-generated voice narration can serve as an effective supplementary instructional tool for improving comprehension, engagement, and consistency of learner performance. The study highlights the importance of integrating AI-assisted reading technologies into classroom instruction to support diverse learners and promote inclusive literacy development.
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