Examining the Role of LLM-Driven Interactions on Attention and Cognitive Engagement in Virtual Classrooms
Year: 2025
Type: conference-paper
Abstract: Transforming educational technologies through the integration of large language models (LLMs) and virtual reality (VR) offers the potential for immersive and interactive learning experiences. However, the effects of LLMs on user engagement and attention in educational environments remain open questions. In this study, we utilized a fully LLM-driven virtual learning environment, where peers and teachers were LLM-driven, to examine how students behaved in such settings. Specifically, we investigate how peer question-asking behaviors influenced student engagement, attention, cognitive load, and learning outcomes and found that, in conditions where LLM-driven peer learners asked questions, students exhibited more targeted visual scanpaths, with their attention directed toward the learning content, particularly in complex subjects. Our results suggest that peer questions did not introduce extraneous cognitive load directly, as the cognitive load is strongly correlated with increased attention to the learning material. Considering these findings, we provide design recommendations for optimizing VR learning spaces.
Authors: Süleyman Özdel, Can Sarpkaya, Efe Bozkir, Hong Gao, Enkelejda Kasneci
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6930711029
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