Dimensional Structure of Student Perceptions in AI-Supported Avatar Learning Environments

Abstract

As artificial intelligence (AI) is being integrated into various learning environments, more research is needed to examine how students structurally organise their perceptions when using such technology. This explorative study investigated the dimensional structure and reliability of student perceptions of an AI-assisted instructional avatar among a cohort of postgraduate students. A cross-sectional survey was administered using Google Forms, yielding 65 responses following engagement with the avatar instructional sessions. Exploratory factor analysis using principal axis factoring with oblimin rotation yielded a two-factor solution comprising perceived learning support (PLS) and cognitive engagement (CE). These findings provide structural evidence for improving an understanding of how students organise their perceptions when receiving technology-supported instruction and shed new light on how students experience AI-assisted avatars. The findings also offer insights into the design and evaluation of technology-based learning environments and inform the effective integration of avatars as pedagogical tools.

https://doi.org/10.26803/MyRes.2026.21