Triadic Agent Framework for Grammar-Focused Role-Playing: Pedagogical Effects and Educational Experiences of Generative AI, Teachers, and Peers
TL;DR
Findings support that teachers, GenAI, and peers play complementary roles in grammar-focused role-playing, and proposed a triadic agent framework for grammar-focused role-playing, offering practical and actionable insights.
Abstract
Role-playing activity has shown promise for language learning, yet many constraints of traditional pedagogical agents (e.g., teachers, peers) limit its practical implementation and full potential. While generative AI (GenAI) emerged as a promising additional conversational agent to enhance students’ educational experiences in such activities, existing research has mostly focused on speaking and writing, leaving its pedagogical effects on grammar acquisition and its strengths and weaknesses uncertain. The study compares the pedagogical effects and educational experiences of GenAI, teacher, and peer agents in grammar-focused role-playing activities. A total of 155 undergraduates participated in a 12-week within-class randomised experimental design. Results revealed distinct pedagogical profiles: GenAI and teacher agents produced equivalent overall learning gains, significantly outperforming peers; however, GenAI demonstrated superior effectiveness in the use dimension and cognitive presence, teachers excelled in the meaning dimension and teaching presence, while peers showed the highest social presence. These findings support that teachers, GenAI, and peers play complementary roles. We proposed a triadic agent framework for grammar-focused role-playing, offering practical and actionable insights. Theoretical implications, limitations, and future research were finally discussed.
