ArticleNPJ science of learning2025
Physical embodiment and anthropomorphism of AI tutors and their role in student enjoyment and performance.
Article in NPJ science of learning, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed.
- Development and validation of a multidimensional scale for AI tutoring acceptance in higher education.NPJ science of learning · 2026Article
- Embodied Intelligence Applications in Health Care Populations: Scoping Review.Journal of medical Internet research · 2026Article
- Real-time cognitive-affective dynamics of failure feedback in a technology-based learning task.Communications psychology · 2026Article
- Article
- Instructional modality influences neurocognitive engagement during moral learning.Scientific reports · 2025Article
Corrections and comments
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Authors and funding
7 authors.
Funding
Abstract
Rising interest in artificial intelligence in education reinforces the demand for evidence-based implementation. This study investigates how tutor agents' physical embodiment and anthropomorphism (student-reported sociability, animacy, agency, and disturbance) relate to affective (on-task enjoyment) and cognitive (task performance) learning within an intelligent tutoring system (ITS). Data from 56 students (M = 17.75 years, SD = 2.63 years; 30.4% female), working with an emotionally-adaptive version of the ITS "Betty's Brain", were analyzed. The ITS' agents were either depicted as on-screen robots (condition A) or as both on-screen avatars and physical robots (condition B). Physical presence of the tutor agent was not significantly related to task performance or anthropomorphism, but to higher initial on-task enjoyment. Student-reported disturbance was negatively related to initial on-task enjoyment, and student-reported sociability was negatively related to task performance. While physical robots may increase initial on-task enjoyment, students' perception of certain characteristics may hinder learning, providing implications for designing social robots for education.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.