Saved in:
| Main Authors: | , , , |
|---|---|
| Format: | Preprint |
| Published: |
2025
|
| Subjects: | |
| Online Access: | https://arxiv.org/abs/2505.02699 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Table of 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.