Evaluating Design Strategies for AI Virtual Teaching Assistants and Immersive Learning Scaffolding in Programmed Teaching Games
Issued Date
2026-01-01
Resource Type
ISSN
18650929
eISSN
18650937
Scopus ID
2-s2.0-105011972472
Journal Title
Communications in Computer and Information Science
Volume
2379 CCIS
Start Page
283
End Page
295
Rights Holder(s)
SCOPUS
Bibliographic Citation
Communications in Computer and Information Science Vol.2379 CCIS (2026) , 283-295
Suggested Citation
Gu J.H., Chen S.C., Hui L., Thaipisutikul T., Hung H.S., Du H., Yeh C.C. Evaluating Design Strategies for AI Virtual Teaching Assistants and Immersive Learning Scaffolding in Programmed Teaching Games. Communications in Computer and Information Science Vol.2379 CCIS (2026) , 283-295. 295. doi:10.1007/978-981-96-6294-4_21 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/114373
Title
Evaluating Design Strategies for AI Virtual Teaching Assistants and Immersive Learning Scaffolding in Programmed Teaching Games
Corresponding Author(s)
Other Contributor(s)
Abstract
This study designed an immersive learning game for JavaScript programming, incorporating ChatGPT-based AI as a virtual assistant using scaffolding theory. The assistant provides interactive guidance, helping learners solve problems step by step. The study involved 41 non-IT undergraduate and graduate students to evaluate the model’s effects on learning performance, motivation, flow state, anxiety, and emotional state. Results showed significant improvements in learning outcomes, motivation, and flow state. However, improvements are needed in assistant accuracy, interface clarity, and extended learning support.