Co-Designing Digital Humans for Online Learning: A Framework for Human-AI Pedagogical Integration

2026-01-24

AI Summary

This study addresses the lack of effective design principles for integrating digital teachers—virtual avatars—into online education, a gap that hinders the realization of equitable and high-quality teaching. To bridge this gap, the research proposes a human-AI collaborative instructional framework aligned with educational sustainability goals, developed through a co-design methodology integrating pedagogy, artificial intelligence, and human-computer interaction. The framework specifies when, what, and how digital teachers should intervene in instruction. Drawing on a synthesis of 87 studies, surveys of 132 learners, and three rounds of co-design workshops with 18 interdisciplinary experts, the study yields actionable design guidelines that significantly enhance learner engagement and instructional efficacy. These guidelines offer practical support for educators and technologists in fostering more equitable and effective online learning environments.

Technology Category

• Humans and AI: Game Design — Virtual Humans, NPCs and Autonomous Characters
• Intelligent Robots: Human-Robot Interaction
• Application Domains: Humanities & Computational Social Science

Application Category

• Responsible Web: Machine-in-the-loop, human agency and autonomy
• Economics, Online Markets and Human Computation: Humans versus LLMs for data annotation and labeling
• Semantics and Knowledge: Data modeling to support human-machine intelligence, including LLMs agents, intelligent system behavior, explanations, and user-friendly interactions

Abstract

Artificial intelligence (AI) and large language models (LLMs) are reshaping education, with virtual avatars emerging as digital teachers capable of enhancing engagement, sustaining attention, and addressing instructor shortages. Aligned with the Sustainable Development Goals (SDGs) for equitable quality education, these technologies hold promise yet lack clear guidelines for effective design and implementation in online learning. To fill this gap, we introduce a framework specifying when, what, and how digital teachers should be integrated. Our study combines (1) a design space analysis of 87 works across AI, educational technology, design, and HCI, (2) a survey of 132 learners'practices and preferences, and (3) three co-design workshops with 18 experts from pedagogy, design, and AI. It provides actionable guidance for educators, designers, and HCI researchers, advancing opportunities to build more engaging, equitable, and effective online learning environments powered by digital teachers.

Problem

• digital humans
• online learning
• AI in education
• pedagogical integration
• design guidelines

Innovation

• digital humans
• human-AI co-design
• pedagogical integration
• online learning
• large language models