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<p>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 × 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.</p>

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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

  • 期刊论文

  • 发表日期：

    2025年1月9日

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  • Jie Bai,
  • Xiulan Cheng,
  • Hui Zhang,
  • Yihang Qin,
  • Tao Xu,
  • Yun Zhou

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 × 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.