Design of generative AI-powered pedagogy for virtual reality environments in higher education.

IF 3.6 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

npj Science of Learning Pub Date : 2025-05-23 DOI:10.1038/s41539-025-00326-1

Ulla Hemminki-Reijonen, Noha M A M Hassan, Minna Huotilainen, Jaana-Maija Koivisto, Benjamin Ultan Cowley

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Abstract

Emerging technologies are transforming education, necessitating research on their optimal integration. This article introduces an Intelligent Virtual Reality (IVR) approach that incorporates Generative Artificial Intelligence (GAI) through two GAI-powered pedagogical characters, aiming to address educational needs. This qualitative descriptive research had two phases: Needs Analysis and Pedagogical Design. The needs and ideas, collected from 66 educators, were classified into three categories: AI acting as a character, emerging technologies to assist student learning, and emerging technologies to help teachers. The Pedagogical Design involved integrating GAI and VR in a sustainability education setting, and developing two virtual characters, Tero and Madida, as an information source and a learning companion, respectively. Evaluation through iterative testing with domain experts and interviews suggested that these characters met 9 out of 12 identified needs, highlighting their potential to enhance higher education learning experiences. Future research could explore further refinements to address the remaining needs.

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高等教育虚拟现实环境下生成式人工智能教学方法设计。

新兴技术正在改变教育，有必要研究它们的最佳整合。本文介绍了一种智能虚拟现实（IVR）方法，该方法通过两个基于生成人工智能的教学特征结合了生成人工智能（GAI），旨在满足教育需求。该定性描述性研究分为两个阶段：需求分析和教学设计。从66位教育工作者那里收集的需求和想法被分为三类：人工智能扮演角色，帮助学生学习的新兴技术，以及帮助教师的新兴技术。教学设计涉及将GAI和VR整合到可持续教育环境中，并开发两个虚拟角色Tero和Madida，分别作为信息源和学习伙伴。通过与领域专家的反复测试和访谈进行的评估表明，这些字符满足了12个确定需求中的9个，突出了它们增强高等教育学习体验的潜力。未来的研究可以探索进一步的改进，以满足剩余的需求。

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

npj Science of Learning Multiple-

CiteScore

5.40

自引率

7.10%

发文量