Data_MemorIA_Experiment

This investigation examines the effectiveness of AI-powered virtual agents in stimulating students’ interest in history through interactive learning and thematic alignment. Three experimental studies conducted with French secondary school students analyzed how interactivity (interactive vs. prerecorded video) and thematic alignment of virtual agents (thematically aligned vs. neutral) influenced interest in learning activity, historical content, and the agents themselves. The studies were integrated into the regular curriculum at three different grade levels (6th grade, 8th grade, and high school), covering various historical periods. Results demonstrate that interactivity significantly enhances interest across all age levels, while the effect of thematic alignment varies according to students’ cognitive development. Study 1 revealed that interactivity increased interest, whereas using a formally presented historical agent did not improve student engagement. Study 2 showed that an approachably presented thematic agent significantly increased interest levels, though this effect might be attributed to the presentation approach rather than historical alignment alone. Study 3 found no significant difference between an agent representing an authority figure and one representing a peer. These findings illuminate the complex relationship between interactivity, virtual character design, and developmental factors in shaping students’ interest in historical content, offering valuable insights for designing educational tools that leverage AI to enhance history learning.