Co-Designing Digital Humans for Online Learning: A Framework for Human-AI Pedagogical Integration
arXiv:2601.17434 · doi:10.1007/978-3-032-30784-2_34
The paper proposes a framework for integrating AI-powered digital avatars as teachers in online learning, based on a design space analysis, learner surveys, and co‑design workshops with experts.
Abstract
Artificial intelligence (AI) and large language models (LLMs) are reshaping education, with virtual avatars emerging as digital teachers capable of enhancing engagement, sustaining attention, and addressing instructor shortages. Aligned with the Sustainable Development Goals (SDGs) for equitable quality education, these technologies hold promise yet lack clear guidelines for effective design and implementation in online learning. To fill this gap, we introduce a framework specifying when, what, and how digital teachers should be integrated. Our study combines (1) a design space analysis of 87 works across AI, educational technology, design, and HCI, (2) a survey of 132 learners' practices and preferences, and (3) three co-design workshops with 18 experts from pedagogy, design, and AI. It provides actionable guidance for educators, designers, and HCI researchers, advancing opportunities to build more engaging, equitable, and effective online learning environments powered by digital teachers.