What Are You Really Asking For? A Comparative 5W1H Analysis of Learner Questioning in CPR Training with IVAs in Screen-based and Augmented Reality Environments

TL;DR

This study compares how learners ask questions during CPR training with virtual agents in augmented reality versus screen-based environments, revealing media-specific influences on engagement and question types.

Contribution

It introduces a 5W1H framework for analyzing learner questions and provides empirical insights into how presentation media affect questioning behavior in IVA-supported learning.

Findings

AR-IVA increased spatial and social presence and prompted more clarification questions.

Video-IVA led to more procedural refinement questions.

Presence influenced question timing and topics, moderated by learner motivation.

Abstract

Question-asking is one of the key indicators of cognitive engagement. However, understanding how the distinct psychological affordances of presentation media shape learners' spoken inquiries with embodied Intelligent Virtual Agents (IVAs) remains limited. To systematically examine this process, we propose a 5W1H-based framework for analyzing learner questions. Using this framework, we conducted a user study comparing an Augmented Reality-based IVA (AR-IVA) deployed in the physical environment with a screen-based IVA (Video-IVA) during cardiopulmonary resuscitation (CPR) instruction. Results showed that the AR-IVA elicited higher spatial and social presence and promoted more frequent and longer questions focused on clarification and understanding. In contrast, the Video-IVA encouraged questions regarding procedural refinement. Presence acted as a selective filter, shaping the timing and topic of questions rather than as a universal mediator. These effects were significantly moderated by learners' motivational and strategic characteristics toward learning. Based on these findings, we propose design implications for IVA-supported learning systems.