Impact of GPT-Driven Teaching Assistants in VR Learning Environments

IF 2.9 3区教育学 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

IEEE Transactions on Learning Technologies Pub Date : 2025-02-05 DOI:10.1109/TLT.2025.3539179

Kaitlyn Tracy;Ourania Spantidi

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引用次数: 0

Abstract

Virtual reality (VR) has emerged as a transformative educational tool, enabling immersive learning environments that promote student engagement and understanding of complex concepts. However, despite the growing adoption of VR in education, there remains a significant gap in research exploring how generative artificial intelligence (AI), such as generative pretrained transformer can further enhance these experiences by reducing cognitive load and improving learning outcomes. This study examines the impact of an AI-driven instructor assistant in VR classrooms on student engagement, cognitive load, knowledge retention, and performance. A total of 52 participants were divided into two groups experiencing a VR lesson on the bubble sort algorithm, one with only a prescripted virtual instructor (control group), and the other with the addition of an AI instructor assistant (experimental group). Statistical analysis of postlesson quizzes and cognitive load assessments was conducted using independent t-tests and analysis of variance (ANOVA), with the cognitive load being measured through a postexperiment questionnaire. The study results indicate that the experimental group reported significantly higher engagement compared to the control group. While the AI assistant did not significantly improve postlesson assessment scores, it enhanced conceptual knowledge transfer. The experimental group also demonstrated lower intrinsic cognitive load, suggesting the assistant reduced the perceived complexity of the material. Higher germane and general cognitive loads indicated that students were more invested in meaningful learning without feeling overwhelmed.

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gpt驱动的助教在VR学习环境中的影响

虚拟现实（VR）已经成为一种变革性的教育工具，它使沉浸式学习环境能够促进学生的参与和对复杂概念的理解。然而，尽管VR在教育中的应用越来越多，但在探索生成式人工智能（AI）（如生成式预训练变压器）如何通过减少认知负荷和改善学习结果来进一步增强这些体验的研究方面仍存在很大差距。本研究考察了虚拟现实课堂中人工智能驱动的讲师助理对学生参与度、认知负荷、知识保留和表现的影响。52名参与者被分为两组，一组只有指定的虚拟教练（对照组），另一组有人工智能教练助理（实验组）。采用独立t检验和方差分析（ANOVA）对课后测验和认知负荷评估进行统计分析，并通过实验后问卷测量认知负荷。研究结果表明，实验组的参与度明显高于对照组。虽然人工智能助手没有显著提高课后评估分数，但它增强了概念知识转移。实验组也表现出较低的内在认知负荷，这表明助手降低了材料的感知复杂性。较高的相关性和一般性认知负荷表明，学生在有意义的学习中投入更多，而不会感到不知所措。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

IEEE Transactions on Learning Technologies COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-

CiteScore

7.50

自引率

5.40%

发文量

审稿时长

>12 weeks

期刊介绍： The IEEE Transactions on Learning Technologies covers all advances in learning technologies and their applications, including but not limited to the following topics: innovative online learning systems; intelligent tutors; educational games; simulation systems for education and training; collaborative learning tools; learning with mobile devices; wearable devices and interfaces for learning; personalized and adaptive learning systems; tools for formative and summative assessment; tools for learning analytics and educational data mining; ontologies for learning systems; standards and web services that support learning; authoring tools for learning materials; computer support for peer tutoring; learning via computer-mediated inquiry, field, and lab work; social learning techniques; social networks and infrastructures for learning and knowledge sharing; and creation and management of learning objects.