Title:
Comparing Abstract and Realistic Agent-Led Instructions for Language Learning in Virtual Environments: A Study on Presence Effects [Download]Authors:
Guilherme Gonçalves, Mónica Romão, Bruno Peixoto, Luciana Bessa, Miguel Melo
Index Terms:
Abstract:
This study investigates the impact of virtual agent realism in immersive Virtual Reality (iVR) on foreign-language vocabulary learning. Specifically, it compares the effectiveness of a realistic (human-like) pedagogical virtual agent versus an abstract (non-human-like) one in delivering instructional content. A between-subjects experiment was conducted with 17 participants, divided into two groups, were exposed to either the realistic or abstract agent in an iVR Search-and-Find vocabulary learning task. Learning outcomes were measured using pre- and post-tests (based on word matching translations for 10 German-Portuguese item pairs), while presence-related experiences were assessed via the Igroup Presence Questionnaire and Temple Presence Inventory. Both groups demonstrated significant vocabulary acquisition improvements. However, no significant differences were found between the realistic and abstract agent groups in either learning outcomes or presence scores. The findings suggest that the visual realism of virtual agents may not significantly influence language learning effectiveness or user presence in these iVR environments. These preliminary results imply that abstract agents could be as effective as realistic agents for this type of foreign-language instruction, potentially reducing development resources without compromising learning benefits.
DOI:
How to cite:
Guilherme Gonçalves, Mónica Romão, Bruno Peixoto, Luciana Bessa, Miguel Melo, "Comparing Abstract and Realistic Agent-Led Instructions for Language Learning in Virtual Environments: A Study on Presence Effects", IEEE-RITA, vol. 21, no. 1, pp. 306-314, Jan. 2026. doi: 10.1109/RITA.2026.3675805