Co-Designing Digital Humans for Online Learning: A Framework for Human-AI Pedagogical Integration
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arXiv
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| Autores principales: | , , , , |
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| Formato: | Preprint |
| Publicado: |
2026
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| _version_ | 1866915752947220480 |
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| author | Lei, Xiaokang Pang, Ching Christie Jiang, Yuyang Tong, Xin Hui, Pan |
| author_facet | Lei, Xiaokang Pang, Ching Christie Jiang, Yuyang Tong, Xin Hui, Pan |
| contents | Artificial intelligence (AI) and large language models (LLMs) are reshaping education, with virtual avatars emerging as digital teachers capable of enhancing engagement, sustaining attention, and addressing instructor shortages. Aligned with the Sustainable Development Goals (SDGs) for equitable quality education, these technologies hold promise yet lack clear guidelines for effective design and implementation in online learning. To fill this gap, we introduce a framework specifying when, what, and how digital teachers should be integrated. Our study combines (1) a design space analysis of 87 works across AI, educational technology, design, and HCI, (2) a survey of 132 learners' practices and preferences, and (3) three co-design workshops with 18 experts from pedagogy, design, and AI. It provides actionable guidance for educators, designers, and HCI researchers, advancing opportunities to build more engaging, equitable, and effective online learning environments powered by digital teachers. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2601_17434 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Co-Designing Digital Humans for Online Learning: A Framework for Human-AI Pedagogical Integration Lei, Xiaokang Pang, Ching Christie Jiang, Yuyang Tong, Xin Hui, Pan Human-Computer Interaction Artificial intelligence (AI) and large language models (LLMs) are reshaping education, with virtual avatars emerging as digital teachers capable of enhancing engagement, sustaining attention, and addressing instructor shortages. Aligned with the Sustainable Development Goals (SDGs) for equitable quality education, these technologies hold promise yet lack clear guidelines for effective design and implementation in online learning. To fill this gap, we introduce a framework specifying when, what, and how digital teachers should be integrated. Our study combines (1) a design space analysis of 87 works across AI, educational technology, design, and HCI, (2) a survey of 132 learners' practices and preferences, and (3) three co-design workshops with 18 experts from pedagogy, design, and AI. It provides actionable guidance for educators, designers, and HCI researchers, advancing opportunities to build more engaging, equitable, and effective online learning environments powered by digital teachers. |
| title | Co-Designing Digital Humans for Online Learning: A Framework for Human-AI Pedagogical Integration |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2601.17434 |