Most of the existing Virtual World (VW)-based curriculum-related educational systems use conventional non-player characters (NPCs) to interact with users, represented as avatars, to guide and help them to accomplish learning activities. Also, a few of them use some kind of gamification and keep data for user interactions and activities, and even fewer allow for real-time tutor intervention. In this paper, we present the design, implementation, and evaluation of an educational system based on VW technology, which employs gamification features; two types of NPCs, one conventional and another LLM-based; and a database that stores, apart from educational information, information about the interactions users have with NPCs. Furthermore, we designed and implemented a learning management unit for online-tutor tracing and for supporting the learning progress of users. The evaluation of the system, via experimental use and questionnaires, shows that both types of NPCs were useful for different reasons, although there was a preference for the LLM-based NPC. LLM-based NPCs made dialogues more interesting and were perceived as more friendly and helpful, but conventional ones provided more targeted help. However, both were less interesting than the two gamification features: a scoring system and quizzes. Additionally, the effectiveness of the tutoring system was confirmed in terms of learning outcomes and overall experience, although in a subjective manner. Finally, online-tutor support was recognized as a very positive capability.
Barmpari et al. (Thu,) studied this question.
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