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Journals / Ege Eğitim Dergisi / 2026 / Cilt: 27 Sayı: 2

Use of Artificial Intelligence Avatars in Educational Videos: The Role of Gestures and Body Visibility in Video Interaction Behaviours

Eğitsel Videolarda Yapay Zekâ Avatarı Jestlerinin ve Beden Görünürlüğünün Video Etkileşim Davranışları Üzerindeki Rolü

Şeyma Çağlar Özhan(BARTIN UNIVERSITY)0000-0002-0106-6285
Pages
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Publication Date
2026-08-03
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Future studies should examine the effects of different video durations and AI avatar embodiment in distance learning environments.

📌 3 Key Takeaways

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Objective & Hypothesis:The purpose of this study is to examine the role of body visibility and gesture features of artificial intelligence (AI) avatars in educational videos on the video viewing behaviors of middle school students.
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Key Findings & Data:The study employed an experimental design over a four-week period during the 2025–2026 fall semester.
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Conclusion & Impact:Future studies should examine the effects of different video durations and AI avatar embodiment in distance learning environments.
🔬Design:Araştırma Makalesi
📍Scope:2025–2026 Verileri
⚙️Variables:Yapay zeka · Avatar · Eğitsel Video

Abstract

The purpose of this study is to examine the role of body visibility and gesture features of artificial intelligence (AI) avatars in educational videos on the video viewing behaviors of middle school students. The study employed an experimental design over a four-week period during the 2025–2026 fall semester. A total of 43 middle school students voluntarily participated. In the experimental group, the AI avatar appeared with its full body and performed gestures, whereas in the control group, only the avatar’s head was shown without gestures. Participants’ interactions with the videos were recorded using a video viewing tracking system. Both groups interacted more during the introduction and content presentation than the summary section. The control group showed more fast-forwarding in Video 1, comment-adding in Video 2, and rewinding in Video 3, whereas the experimental group exhibited significantly higher rewatching behavior in Videos 1 and 2. Conversely, the control group showed more commenting in Video 2 and rewinding in Video 3, resulting in significant group differences. These findings suggest that AI avatar embodiment alone is insufficient to increase interaction in educational videos. Future studies should examine the effects of different video durations and AI avatar embodiment in distance learning environments.

Özet

Bu çalışmanın amacı eğitsel videolarda yapay zekâ avatarlarının beden görünürlüğü ve jest sergileme özelliklerinin ortaokul öğrenenlerinin video izleme davranışları üzerindeki rolünü incelemektir. Çalışma deneysel yöntem ile 2025-2026 yılı güz döneminde dört haftalık bir süreci kapsayacak şekilde gerçekleştirilmiştir. Çalışmaya gönüllü olarak 43 ortaokul öğrencisi katılmıştır. Deney grubunun izlediği videolarda yapay zekâ avatarı tüm bedeniyle yer alarak metaforik ve ritmik jestler sergilerken, kontrol grubunun videolarında yalnızca avatarın kafası yer almış ve jest kullanılmamıştır. Katılımcıların video ile etkileşimleri video izleme takip sistemi aracılığıyla kayıt altına alınmıştır. Bulgular, her iki grubun da eğitsel videoların giriş ve konu anlatımı bölümlerinde özet bölümüne kıyasla daha sık etkileşim gösterdiğini ortaya koymuştur. Kontrol grubunun ilk videoda ileri sarma etkileşimini, video 2’de konu anlatımı sonunda yorum ekleme etkileşimini, video 3’te ise geri sarma etkileşimini daha fazla gerçekleştirdiği görülmüştür. İstatistiksel analizler, deney grubunun birinci ve ikinci videoyu tekrar izleme davranışlarının kontrol grubuna kıyasla anlamlı düzeyde daha yüksek olduğunu göstermiştir. Kontrol grubunun ikinci videoda deney grubuna göre daha fazla yorum eklediği, üçüncü videoda ise daha sık geri sarma etkileşimi gösterdiği ve bu durumun gruplar arasında anlamlı farklılıklara yol açtığı saptanmıştır. Sonuç olarak, yapay zekâ avatarlarında kullanılan bedenselleşme özelliğinin tek başına etkileşimi artırmada yeterli olmadığı görülmüş, gelecekte farklı video süreleri ve uzaktan öğrenme ortamlarında bu etkinin incelenmesi önerilmiştir.

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Cite This Article

Özhan, Ş. Ç. (2026). Use of Artificial Intelligence Avatars in Educational Videos: The Role of Gestures and Body Visibility in Video Interaction Behaviours. Ege Eğitim Dergisi, Cilt: 27 Sayı: 2. https://doi.org/10.12984/egeefd.1886675

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