Embodied Conversational Agents for the Development of Professional Communication Skills: Design and evaluation of a learning environment with virtual conversation agents for Retail Assistants
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Profile
- Project leadership
- Martin Berger (PHZH)
- Project team
- Stefan Greuter (Deakin University Melbourne)
- Organisational unit
- F-BW (Bildungswissenschaftliche Forschung)
- Project phase
- Completed (1.8.2024 – 31.7.2025)
- Project type
- Research & development project
- Funding
- PH Zurich, Other
Description
Situation
Situational and target group-appropriate communication is a central professional (and interdisciplinary) goal in the training of Retail Assistants. Conversation simulations and role plays are particularly suitable for developing communication skills. However, conventional simulations are resource-intensive due to their need for infrastructure, actors and experts. Simulations based on the cutting-edge technologies of generative artificial intelligence (genKI) and augmented reality (XR) show promising potential for promoting communication skills in a practical and cost-effective way.
Project
In the project, an exemplary learning environment for professionals is being developed, created (version for desktop and XR glasses) and evaluated in close cooperation with practitioners using genKI and XR technologies and taking into account current didactic findings and guidelines. In addition to the simulation, the learning environment includes an AI-based didactic framework (feedback system) that enables learners to work independently on the focussed competencies. The exemplary learning environment focuses on the “demanding customer conversation” (e.g. complaint and the customer is very upset), a relevant competence that is part of the competence area of the qualification procedure for Retail Assistants. Using a design-based research approach, the design, creation and evaluation of a prototype will be used to analyse central didactic and technological design features of AI/XR-based communication training in vocational education and training and to investigate its effect on the development of professional communication skills. Depending on the results, the prototype should form the basis for a broad application in vocational training of Retail Assistants by the implementation partners.
Project outcomes
As part of the project, an AI-based virtual communication training programme was developed and evaluated, enabling (prospective) retail professionals to independently conduct a challenging customer conversation and then reflect on it with an AI-supported coach. The application was developed in close collaboration with the start-up AFCA and with teachers and students from the Berufsbildungszentrum Herisau. It was tested in three versions: non-immersive as an audio version, partially immersive as a desktop version and fully immersive with XR glasses. The results show that AI-based simulations can provide useful support for developing communication skills in vocational training, particularly in the retail sector. A key finding of the evaluation is that the effectiveness of the training depends less on the technological design than on how well it fits the learning contexts and expectations of the learners. All tested variants – audio, desktop and XR – offer specific advantages depending on the prior experience of the learners and the relevance of the respective task. The tested prototype is now being integrated into existing teaching materials by hep-Verlag, thus making a concrete contribution to the digital transformation of vocational education.
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