摘要
Abstract
A review of the historical evolution of virtual teachers in online education reveals significant advances in technology,representation,and functionality.In terms of technology,virtual teachers have evolved from early rule-based and retrieval-based models to the current generative models driv-en primarily by artificial intelligence(AI);in terms of appearance,they have developed from simple digital symbols and digital personification to highly realistic digital humans;and in terms of function,they have shifted from knowledge dissemination and knowledge service to knowledge collaboration.To enhance the brand effect and product efficiency of virtual teachers,efforts should be made to improve their role content and role functions.Drawing on the Community of Inquiry(CoI)theoretical framework,this study proposes an interpretable and quantifiable role model for virtual teachers based on the di-mensions of teaching presence,social presence,and cognitive presence.It further expands the functional dimensions of virtual teachers in terms of cogni-tive,interactive,and collaborative capabilities,thereby facilitating the transformation and upgrading of online education.关键词
数字教育/在线教育/数字人应用/虚拟教师/角色维度Key words
Digital education/Online education/Digital human application/Virtual teacher/Role dimension分类
社会科学
