Investigating Children's Learning Effect When Teaching Virtual Agents

Abstract

Prior research suggests that learning is enhanced when learners engage in learning-by-teaching—that is, when they explain subject matter to others. However, this approach requires a partner, which is not always available in everyday settings. This study investigates whether a virtual agent can serve as a substitute learning partner for children, enabling them to benefit from the teaching effect.

In this thesis, an interactive learning experience will be developed in collaboration with elementary school teachers and based on expert interviews. Children will be asked to learn about hot air ballons and then teach it to a virtual animal agent, either via a desktop setup or using immersive virtual reality (VR). A control group instead writes a summary of the material.

The thesis evaluates the impact of the teaching modality on both learning outcomes and motivation. Immediately after the intervention, all children complete a content-based test, which is repeated one week later to assess knowledge retention. The results will help determine whether teaching a virtual agent—particularly in VR—offers measurable benefits over more traditional or non-interactive learning approaches.