Designing a Generative AI–Powered Virtual Tutor: Studying Interaction Modality and Avatar Presence on the User Experience
DOI:
https://doi.org/10.47756/aihc.y10i1.201Keywords:
Virtual tutoring, Generative artificial intelligence, Human computer interaction (HCI), Perceived usefulness, Trust, Behavioral engagementAbstract
Advances in AI-driven educational technologies have increased interest in virtual tutoring systems, yet empirical evidence in Latin America, particularly in Mexico, remains limited. This study presents the design and preliminary evaluation of a generative AI–powered virtual tutor prototype. The study examines the effect of user interaction modality with the tutor (voice vs. text) and the presence of a visual avatar, considering metrics such as user satisfaction, perceived usefulness, trust in the system, and behavioral engagement. A 2×2 between-subjects experimental design was conducted with 22 undergraduate engineering students. The results revealed significant behavioral differences: participants in the voice condition exhibited a longer user active time (UAT), whereas those in the text condition produced a higher number of messages. The presence of the avatar did not yield statistically significant effects on any of the variables. These findings suggest that the interaction modality influences user engagement dynamics without altering users’ overall perceptions, which may have practical implications for the adaptive design of AI-driven virtual tutors in higher education and contribute to understanding how students interact with generative AI tools in academic environments.
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