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| Main Authors: | , , , |
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| Format: | Preprint |
| Published: |
2025
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2505.02699 |
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| _version_ | 1866918009477529600 |
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| author | Zhu, Zihao Yu, Ao Tong, Xin Hui, Pan |
| author_facet | Zhu, Zihao Yu, Ao Tong, Xin Hui, Pan |
| contents | 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. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2505_02699 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Exploring LLM-Powered Role and Action-Switching Pedagogical Agents for History Education in Virtual Reality Zhu, Zihao Yu, Ao Tong, Xin Hui, Pan Human-Computer Interaction 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. |
| title | Exploring LLM-Powered Role and Action-Switching Pedagogical Agents for History Education in Virtual Reality |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2505.02699 |