Effects of Proactive Interaction and Instructor Choice in AI-Generated Virtual Instructors for Financial Education

This research full paper describes a web-based online learning platform that delivers financial literacy lessons via talking head videos of AI-generated personas with two additional core features: LLM-powered proactive chat-based question-and-answer interactivity, and personal choice of the AI instructor from a list of distinct personas. We conducted two comparative studies with a total of 233 Thai students aged 1825, which aim to 1) investigate the impact of interactivity and instructor selection on the learning experience, and 2) further explore the underlying factors at play with instructor selection by introducing AI instructors' backstories as an extra intervention. We found that enabling interactivity significantly enhanced learning motivation, perceived learning facilitation, engagement, and virtual instructors' humanness compared to the passive setting. Providing learners with a choice of AI instructors provided minimal additional benefit. However, the learner's feeling of relatedness toward the instructor is a significant positive predictor of learning motivation, positive emotion, and agent credibility, while goal alignment with the agent correlates with perceived learning facilitation, and admiration corresponds with perceived agent humanness. These findings underscore the potential of interactive virtual instructors-ones that interactively encourage learners to reflect on the teaching materials throughout the lesson through two-way interaction-in enhancing motivational and experiential aspects of remote education, even if they do not significantly impact comprehension, and the importance of promoting learner's relatedness and goal alignment with the agent in boosting other aspects of the learning experience.