This study explores how input modality - voice versus text - affects self-disclosure in user feedback, leveraging a novel approach that uses transformer-based models to detect self-disclosure per token embedded in context. In an online experiment with 122 participants, results indicate that participants using voice input engaged significantly less in self-disclosure than those using text, a finding associated with reduced perceived anonymity in voice interactions. This effect persisted after accounting for response length, suggesting that the influence of voice input on self-disclosure is not merely due to brevity but also reflects unique psychological responses to voice-based communication. These findings contribute to a deeper theoretical understanding of input modality's role in shaping disclosure behavior in user feedback contexts. Practical implications offer design guidance for voice-based feedback systems to encourage more open and authentic feedback in sensitive settings.

Social media platforms increasingly employ proactive moderation techniques, such as detecting and curbing toxic and uncivil comments, to prevent the spread of harmful content. Despite these efforts, such approaches are often criticized for creating a climate of censorship and failing to address the underlying causes of uncivil behavior. Our work makes both theoretical and practical contributions by proposing and evaluating two types of emotion monitoring dashboards to enhance users' emotional awareness and mitigate hate speech. In a study involving 211 participants, we evaluate the effects of the two mechanisms on user commenting behavior and emotional experiences. The results reveal that these interventions effectively increase users' awareness of their emotional states and reduce hate speech. However, our findings also indicate potential unintended effects, including increased expression of negative emotions (Angry, Fear, and Sad) when discussing sensitive issues. These insights provide a basis for further research on integrating proactive emotion regulation tools into social media platforms to foster healthier digital interactions.

Conversational agents (CAs) provide opportunities for improving the interaction in evaluation surveys. To investigate if and how a user-centered conversational evaluation tool impacts users' response quality and their experience, we build EVA - a novel conversational course evaluation tool for educational scenarios. In a field experiment with 128 students, we compared EVA against a static web survey. Our results confirm prior findings from literature about the positive effect of conversational evaluation tools in the domain of education. Second, we then investigate the differences between a voice-based and text-based conversational human-computer interaction of EVA in the same experimental set-up. Against our prior expectation, the students of the voice-based interaction answered with higher information quality but with lower quantity of information compared to the text-based modality. Our findings indicate that using a conversational CA (voice and text-based) results in a higher response quality and user experience compared to a static web survey interface.