Examining the Role of LLM-Driven Interactions on Attention and Cognitive Engagement in Virtual Classrooms

TL;DR

This study explores how LLM-driven virtual classrooms influence student attention and engagement, revealing that peer questions enhance focus on learning content without increasing cognitive load, informing VR educational design.

Contribution

It demonstrates the impact of LLM-driven peer interactions on student attention and provides design insights for VR learning environments.

Findings

Peer questions increase targeted attention to content

Cognitive load correlates with attention, not extraneous load

Design recommendations for VR educational spaces

Abstract

Transforming educational technologies through the integration of large language models (LLMs) and virtual reality (VR) offers the potential for immersive and interactive learning experiences. However, the effects of LLMs on user engagement and attention in educational environments remain open questions. In this study, we utilized a fully LLM-driven virtual learning environment, where peers and teachers were LLM-driven, to examine how students behaved in such settings. Specifically, we investigate how peer question-asking behaviors influenced student engagement, attention, cognitive load, and learning outcomes and found that, in conditions where LLM-driven peer learners asked questions, students exhibited more targeted visual scanpaths, with their attention directed toward the learning content, particularly in complex subjects. Our results suggest that peer questions did not introduce extraneous cognitive load directly, as the cognitive load is strongly correlated with increased attention to the learning material. Considering these findings, we provide design recommendations for optimizing VR learning spaces.