Can AI-generated pedagogical agents (AIPA) replace human teacher in picture book videos? The effects of appearance and voice of AIPA on children's learning

被引：0

作者：

Bai, Jie ^{[1
]}

Cheng, Xiulan ^{[1
]}

Zhang, Hui ^{[1
]}

Qin, Yihang ^{[2
]}

Xu, Tao ^{[2
]}

Zhou, Yun ^{[1
]}

机构：

[1] Shaanxi Normal Univ, Fac Educ, South Changan Rd 199, Xian 710062, Shaanxi Provinc, Peoples R China

[2] Northwestern Polytech Univ, Sch Software, 127 West Youyi Rd, Xian 710072, Shaanxi Provinc, Peoples R China

来源：

EDUCATION AND INFORMATION TECHNOLOGIES | 2025年

基金：

国家重点研发计划; 中国国家自然科学基金;

关键词：

AI-generated content (AIGC); Pedagogical agents (PA); Appearance; Voice; Picture book videos; EMERGENT LITERACY; ELECTRONIC BOOKS; MULTIMEDIA; RELIABILITY; MOTIVATION; IMPACT;

D O I：

10.1007/s10639-025-13328-8

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The advancement of AI-generated content (AIGC) has made creating pedagogical agents (PAs) for multimedia learning increasingly realistic, simpler, and more efficient. However, little is known about the acceptance of AI-generated pedagogical agents (AIPAs) in picture book videos among young children aged 3-6. To address this, the present study examines the effects of AIPA appearance and voice on children's reading performance, using a 2 x 2 between-subjects design with varied combinations of real and AI-generated voices and appearances. Children learned from one of the following picture book videos: (1) a real teacher's voice and appearance, (2) a real teacher's voice and AI-generated appearance, (3) an AI-synthesized voice with a real appearance, or (4) both AI-synthesized voice and appearance. The results revealed no significant difference in reading performance between the AI teacher and the real teacher. Eye-tracking data indicated that AIPA appearance and voice did not increase cognitive load, and children expressed a comparable preference for AIPAs and human teachers. These findings support the equivalence principle in children's multimedia learning. While AIPAs may lack human micro-expressions and intonation nuances, they hold promise as complementary tools in early education.

引用

页数：21