Paper Number
ECIS2026-2128
Paper Type
SP
Abstract
This research examines the influence of AI avatars on students’ behaviours and emotions in higher education, while also considering educators’ perspectives. Using an exploratory qualitative approach, the study captures attitudes and sentiments expressed during interactions with AI avatars. Findings indicate a complex relationship between avatars’ human-like qualities and user experience. Most students reported positive effects, such as greater engagement, happiness, and satisfaction, although some expressed discomfort and unease linked to robotic features. These insights contribute to scholarly understanding of AI-enabled engagement mechanisms by identifying how accessibility, clarity, responsiveness, and anthropomorphic design shape student experience. These insights contribute to existing literature by highlighting both benefits and challenges, alongside practical recommendations for improving avatar design. We present the outcomes of the implementation phase and outline the next cycle of research, which involves extending the use of avatars to additional faculties and modules and examining the relationship between anthropomorphism, engagement, and learning outcomes.
Recommended Citation
Malca Morales, Aris and Hafezieh, Najmeh, "The Impact Of Using AI Avatars On Enhancing Students’ Engagement" (2026). ECIS 2026 Proceedings. 8.
https://aisel.aisnet.org/ecis2026/ai_anthro/ai_anthro/8
The Impact Of Using AI Avatars On Enhancing Students’ Engagement
This research examines the influence of AI avatars on students’ behaviours and emotions in higher education, while also considering educators’ perspectives. Using an exploratory qualitative approach, the study captures attitudes and sentiments expressed during interactions with AI avatars. Findings indicate a complex relationship between avatars’ human-like qualities and user experience. Most students reported positive effects, such as greater engagement, happiness, and satisfaction, although some expressed discomfort and unease linked to robotic features. These insights contribute to scholarly understanding of AI-enabled engagement mechanisms by identifying how accessibility, clarity, responsiveness, and anthropomorphic design shape student experience. These insights contribute to existing literature by highlighting both benefits and challenges, alongside practical recommendations for improving avatar design. We present the outcomes of the implementation phase and outline the next cycle of research, which involves extending the use of avatars to additional faculties and modules and examining the relationship between anthropomorphism, engagement, and learning outcomes.
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