The COVID-19 pandemic has accelerated the adoption of online education, where most instructional videos still feature real human instructors. However, the success of VTubers in the entertainment industry suggests their potential for educational applications. Prior research indicates that VTubers can foster unique student thinking strategies within interdisciplinary STEAM contexts. Yet, empirical studies examining their impact on learning outcomes remain limited. This study explores the effects of VTuber-based instruction on learning performance, motivation, and cognitive load. Two versions of an asynchronous instructional video for an “AppInventor2 Programming” course were developed—one using a traditional instructor and the other a VTuber avatar. A quasi-experimental design with 39 university students was employed, using pre- and post-tests along with qualitative feedback. Results showed that the VTuber group had significantly higher learning performance, while no significant differences were found in motivation or cognitive load—possibly due to identical subtitles and visual cues in both videos. Qualitative responses revealed students’ interest and preference for VTuber instruction, supporting its integration into online learning environments.

Authors:
Po-Sheng Chiu, National Chiayi University, Taiwan
Shuan-Yu Wu, National Chiayi University, Taiwan

About the Presenter(s)
Professor Po-Sheng Chiu is a University Associate Professor/Senior Lecturer at Department of E-learning Design and Management in Taiwan

See this presentation on the full schedule – Tuesday Schedule

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