Proceedings of the 9th International Conference on Advanced Research in Teaching and Education
Year: 2024
DOI:
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The Impact of AI Avatars on Programming Education
Sven Kottmann, Laura Maas, Tobias Moritz, Robin Salic, Jürgen Seitz
ABSTRACT:
Many students in Germany struggle to choose a career path, with few pursuing IT due to limited access and support, especially those from disadvantaged backgrounds. Since 2014, the Hacker School gGmbH has aimed to inspire these students to learn programming, addressing educational inequality and the IT talent shortage. Building on this, the federally funded TALAINTED project, in collaboration with the Institute for Applied Artificial Intelligence, developed a multilingual online course featuring AI avatars. This innovative format enables flexible, accessible, and self-paced learning through unlimited repetition and step-by-step guidance. This study assessed the impact of the course on 272 students, mainly aged 12–14, from schools in Germany. Surveys before and after the course revealed a significant increase in interest in programming, with ratings rising from 4.06 to 4.5 (p < .01). Students preferred the avatar-based course format over traditional methods (4.31 vs. 3.79, p < .01) due to its personalized learning approach. Participants also learned programming more effectively than expected, with perceived helpfulness of the course increasing from 4.94 to 5.15 (p < .05). AI avatars were found to improve concentration (4.29 vs. 5.08, p < .01) by minimizing distractions. Participants also reported finding new concepts easier to learn (5.09 vs. 5.36, p < .01) and enjoying the learning process more (4.59 vs. 5.47, p < .01). The gamified design and storytelling elements increased engagement and intrinsic motivation. Crucially, the course positively influenced students’ career aspirations, with motivation to pursue programming professions rising from 3.14 to 3.47 (p < .01).
keywords: artificial intelligence, virtual avatars, gamification, individualized learning, coding education