arXiv subjects

Duo Gong

Publications and source records attributed to Duo Gong.

3 recordsLinked to original sources

arXiv2026

Mirroring the Past: Exploring How Ancestral Digital Self Influences History Learning

Learners often perceive history as distant from themselves, which limits immersion and empathy in history learning. To bridge this gap, we introduce the "Ancestral Digital Self," an AI-generated pedagogical agent presented in prerecorded videos that mirrors the learner's facial features and vocal timbre, representing a historically situated version of the self. We developed a reproducible workflow for creating AI-generated historical learning videos and conducted a within-subjects study (N=36) comparing a Digital Self agent with a non-self pedagogical agent. The Digital Self agent enhanced experiential measures, including narrative transportation, perceived relatedness, self-other inclusion, and agent perception. However, it did not improve immediate learning outcomes: quiz scores were lower in the Digital Self condition, and Remember/Know judgments showed no reliable differences. Interviews further suggested that self-similarity increased familiarity and motivation, while novelty and uncanniness could draw attention away from historical content. These findings offer design implications for future educational environments supported by pedagogical agents.

cs.HC↗

arXiv2025

"Can I Decorate My Teeth With Diamonds?": Exploring Multi-Stakeholder Perspectives on Using VR to Reduce Children's Dental Anxiety

Dental anxiety is prevalent among children, often leading to missed treatment and potential negative effects on their mental well-being. While several interventions (e.g., pharmacological and psychotherapeutic techniques) have been introduced for anxiety alleviation, the recently emerged virtual reality (VR) technology, with its immersive and playful nature, opened new opportunities for complementing and enhancing the therapeutic effects of existing interventions. In this light, we conducted a series of co-design workshops with 13 children aged 10-12 to explore how they envisioned using VR to address their fear and stress associated with dental visits, followed by interviews with parents (n = 13) and two dentists. Our findings revealed that children expected VR to provide immediate relief, social support, and a sense of control during dental treatment, parents sought educational opportunities for their children to learn about oral health, and dentists prioritized treatment efficiency and safety issues. Drawing from the findings, we discuss the considerations of multi-stakeholders for developing VR-assisted anxiety management applications for children within and beyond dental settings.

cs.HC↗

arXiv2025

Novobo: Supporting Teachers' Peer Learning of Instructional Gestures by Teaching a Mentee AI-Agent Together

Instructional gestures are essential for teaching, as they enhance communication and support student comprehension. However, existing training methods for developing these embodied skills can be time-consuming, isolating, or overly prescriptive. Research suggests that developing these tacit, experiential skills requires teachers' peer learning, where they learn from each other and build shared knowledge. This paper introduces Novobo, an apprentice AI-agent stimulating teachers' peer learning of instructional gestures through verbal and bodily inputs. Positioning the AI as a mentee employs the learning-by-teaching paradigm, aiming to promote deliberate reflection and active learning. Novobo encourages teachers to evaluate its generated gestures and invite them to provide demonstrations. An evaluation with 30 teachers in 10 collaborative sessions showed Novobo prompted teachers to share tacit knowledge through conversation and movement. This process helped teachers externalize, exchange, and internalize their embodied knowledge, promoting collaborative learning and building a shared understanding of instructional gestures within the local teaching community. This work advances understanding of how teachable AI agents can enhance collaborative learning in teacher professional development, offering valuable design insights for leveraging AI to promote the sharing and construction of embodied and practical knowledge.

cs.HC↗