Exploring LLM-Powered Role and Action-Switching Pedagogical Agents for History Education in Virtual Reality

要旨

Multi-role pedagogical agents can create engaging and immersive learning experiences, helping learners better understand knowledge in history learning. However, existing pedagogical agents often struggle with multi-role interactions due to complex controls, limited feedback forms, and difficulty dynamically adapting to user inputs. In this study, we developed a VR prototype with LLM-powered adaptive role-switching and action-switching pedagogical agents to help users learn about the history of the Pavilion of Prince Teng. A 2 x 2 between-subjects study was conducted with 84 participants to assess how adaptive role-switching and action-switching affect participants’ learning outcomes and experiences. The results suggest that adaptive role-switching enhances participants’ perception of the pedagogical agent’s trustworthiness and expertise but may lead to inconsistent learning experiences. Adaptive action-switching increases participants’ perceived social presence, expertise, and humanness. The study did not uncover any effects of role-switching and action-switching on usability, learning motivation and cognitive load. Based on the findings, we proposed five design implications for incorporating adaptive role-switching and action-switching into future VR history education tools.

著者
Zihao Zhu
The Hong Kong University of Science and Technology (Guangzhou), Guangzhou, China
Ao Yu
The Hong Kong University of Science and Technology (Guangzhou), Guangzhou, China
Xin Tong
The Hong Kong University of Science and Technology (Guangzhou), Guangzhou, China
Pan Hui
The Hong Kong University of Science and Technology (Guangzhou), Guangzhou, China
DOI

10.1145/3706598.3713109

論文URL

https://dl.acm.org/doi/10.1145/3706598.3713109

動画

会議: CHI 2025

The ACM CHI Conference on Human Factors in Computing Systems (https://chi2025.acm.org/)

セッション: Technology in Education

G414+G415
6 件の発表
2025-04-28 23:10:00
2025-04-29 00:40:00
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