Leora Rodrig, Ina Blau E121 The qualitative phase consists of semi-structured interviews (n = 30) exploring participants’ subjective experiences, comprehension strategies, and perceived efficiency. Thematic analysis will integrate these insights with quantitative results. This research contributes theoretically by extending ATI and LoP models into the emerging context of AI-supported listening-based learning and by incorporating ZPD to frame summaries as digital scaffolds. Practically, it aims to inform the design of adaptive AI audio-learning tools and guide educators in selecting optimal modality, content depth, and playback speed for diverse learners. Keywords: AI-generated audio, learning modality, playback speed, content elaboration. References Caspi, A., & Blau, I. (2008). Social presence in online discussion groups: Testing three conceptions and their relations to perceived learning. Social Psychology of Education, 11(3), 323-346. https://doi.org/10.1007/s11218-008-9054-2 Chen, A., Kumar, S. E., Varkhedi, R., & Murphy, D. H. (2024). The effect of playback speed and distractions on the comprehension of audio and audio-visual materials. Educational Psychology Review, 36, 79. https://doi.org/10.1007/s10648-024-09917-7 Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671-684. https://doi.org/10.1016/S0022-5371(72)80001-X Dubravac, M., Sachdeva, C., & Rothen, N. (2025). Levels of processing effects on memory for color– object associations. Journal of Cognition, 8(1), Article 25. https://doi.org/10.5334/joc.437 Jafarian, N. R., & Kramer, A.-W. (2025). AI-assisted audio learning improves academic achievement through motivation and reading engagement. Computers and Education: Artificial Intelligence, 8, 100357. https://doi.org/10.1016/j.caeai.2024.100357 Lehmann, J., & Seufert, T. (2020). The interaction between text modality and the learner’s modality preference influences comprehension and cognitive load. Frontiers in Psychology, 10, 2820. https://doi.org/10.3389/fpsyg.2019.02820 Peng, N., Logie, R. H., & Della Sala, S. (2024). Effect of levels-of-processing on rates of forgetting. Memory & Cognition, 53(4), 692-709. https://doi.org/10.3758/s13421-024-01599-4 Tran, T. A., Li, L., & Zhang, Y. (2024). Increasing playback speed in online lectures: Effects on learning performance and cognitive load. Computers & Education, 207, 105387. https://doi.org/10.1016/j.compedu.2023.105387 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
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