Academic presentations, as a form of linguistic behavior, play a crucial role in efficiently conveying information and facilitating audience comprehension. Therefore, minimizing verbal errors is essential for enhancing presentation effectiveness. However, academic presentations are often interrupted for various reasons, such as information delivery, yet there is a lack of systematic research on this topic. This study compares the effects of three common interruption types—ringtone, behavioral, and vocal interruptions—on academic presentation performance through a field experiment. A total of 42 valid samples were used, with the dependent variables being presentation performance, measured by the frequency of verbal errors post-interruption and the difference in verbal error frequency before and after the interruption. The results indicate that the frequency of verbal errors post-interruption was significantly higher than pre-interruption. Specifically, both ringtone and behavioral interruptions resulted in a significant increase in verbal errors, while vocal interruptions did not lead to significant changes in verbal error frequency, suggesting that vocal interruptions help maintain a higher level of presentation performance. This study concludes that in time-limited academic presentations, employing vocal interruptions can effectively reduce verbal errors, ensure consistency in presentation performance before and after the interruption, and ultimately enhance presentation quality, enabling the audience to receive clearer, more complete information and accurately comprehend the content.