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Perceptual and Category Processing of the Uncanny Valley Hypothesis' Dimension of Human Likeness: Some Methodological Issues
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Humanoid interfaces in artificial intelligence-based language learning devices: Possible 'Uncanny Valley' effects?

Costanza Scaffidi Abbate1, Luca Taddeo1, Santo Di Nuovo2

  • 1Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy.

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|April 11, 2025
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Summary
This summary is machine-generated.

Audio AI tutors outperformed humanoid avatars in language learning, showing higher user acceptance. Personalized AI in education requires careful design, considering factors like the "Uncanny Valley" effect for better engagement.

Keywords:
Educational interfacesHumanoid avatarUncanny Valley effect

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Area of Science:

  • Educational Technology
  • Human-Computer Interaction
  • Artificial Intelligence in Education

Background:

  • Artificial intelligence (AI) is increasingly integrated into educational tools to create personalized learning experiences.
  • The effectiveness of different AI interface designs, such as humanoid avatars versus audio-based systems, requires further investigation in specific learning contexts.
  • Understanding user perceptions and acceptance factors is crucial for the successful deployment of AI in education.

Purpose of the Study:

  • To compare the effectiveness of AI-powered humanoid avatar tutors versus audio-based tutors in language learning.
  • To examine the influence of tutor type and tutor gender on user perceptions, acceptance, and engagement.
  • To identify individual user characteristics that predict positive evaluations of AI educational interfaces.

Main Methods:

  • A 2x2 between-subjects experimental design was employed with 200 participants.
  • Participants interacted with either a humanoid avatar tutor or an audio-based tutor, with both male and female tutor genders represented.
  • User perceptions, acceptance, and engagement were measured, and regression analyses were conducted to identify predictors of positive evaluations.

Main Results:

  • Audio-based tutors received higher ratings for anthropomorphism, animation, and intention to use compared to avatar tutors.
  • Gender congruence between participants and tutors positively influenced perceptions; female participants preferred female audio tutors.
  • Personal innovativeness and openness to experience significantly predicted positive user evaluations, particularly concerning perceived usefulness and tutor sympathy.

Conclusions:

  • Audio-based AI interfaces may offer a more effective and accepted user experience in language learning compared to humanoid avatars, potentially mitigating the 'Uncanny Valley' effect.
  • Tailored design strategies are essential for developing successful AI-driven educational tools.
  • Future research should investigate long-term effects and cross-cultural variations in AI tutor acceptance.