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Enhancing Global Artificial Intelligence Literacy, Innovation and Entrepreneurship through an Exploratory Cross-Cultural Study: Interactions with Pedagogical Agents in Immersive Virtual Reality Environments

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Title: Enhancing Global Artificial Intelligence Literacy, Innovation and Entrepreneurship through an Exploratory Cross-Cultural Study: Interactions with Pedagogical Agents in Immersive Virtual Reality Environments
Language: English
Authors: Rustam Shadiev (ORCID 0000-0001-5571-1158), Gaojun Shi (ORCID 0000-0003-2457-2209), Fahriye Altinay, Roza Zhussupova, Yan Li, Kaili Lu, Nurassyl Kerimbayev
Source: Journal of Educational Computing Research. 2026 64(5):1217-1253.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 37
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, Global Approach, Computer Simulation, Foreign Countries, Cultural Education, Learning Activities, Technology Uses in Education, Educational Technology, Student Attitudes, College Students, Computer Interfaces, Man Machine Systems
Geographic Terms: China, Cyprus, Kazakhstan
DOI: 10.1177/07356331261427105
ISSN: 0735-6331
1541-4140
Abstract: As artificial intelligence (AI) continues to transform global education, the development of AI literacy has become a pressing priority. However, current initiatives often approach AI literacy from local or national perspectives, overlooking the importance of a broader, global context. In cross-cultural learning, immersive virtual reality (VR) environments based on 360-degree video technology offer authentic experiences; however, these are typically asynchronous, limiting learners' opportunities for real-time interaction, feedback, and support. Such limitations may hinder the effective development of global AI literacy, innovation, and entrepreneurship. To address this challenge, the present study designed and implemented AI-powered interactive pedagogical agents (PAs) within immersive VR environments. These agents provided real-time, context-sensitive support during cross-cultural learning activities, aiming to enhance engagement and promote global AI literacy, innovation, and entrepreneurship. A total of 68 students from China, Northern Cyprus, and Kazakhstan participated in the study. With the assistance of PAs, students created cross-cultural scripts and recorded corresponding 360-degree videos, which were then exchanged among participants. Using VR headsets, students viewed immersive learning content on AI concepts and their applications across diverse cultural contexts, engaging in verbal interactions with PAs throughout the viewing experience. Following this, students reflected on their learning experiences under the guidance of PAs. A mixed-methods research, comprising pre- and post-test questionnaires, interviews, and reflection reports, demonstrated statistically significant gains in students' global AI literacy, innovation, and entrepreneurship following the intervention. Participants also reported high levels of perceived credibility and immersion with the PAs in VR environments. Based on these findings, the study offers recommendations to inform future practices in global AI literacy education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506845
Database: ERIC
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  Data: Enhancing Global Artificial Intelligence Literacy, Innovation and Entrepreneurship through an Exploratory Cross-Cultural Study: Interactions with Pedagogical Agents in Immersive Virtual Reality Environments
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  Data: <searchLink fieldCode="AR" term="%22Rustam+Shadiev%22">Rustam Shadiev</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5571-1158">0000-0001-5571-1158</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gaojun+Shi%22">Gaojun Shi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2457-2209">0000-0003-2457-2209</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fahriye+Altinay%22">Fahriye Altinay</searchLink><br /><searchLink fieldCode="AR" term="%22Roza+Zhussupova%22">Roza Zhussupova</searchLink><br /><searchLink fieldCode="AR" term="%22Yan+Li%22">Yan Li</searchLink><br /><searchLink fieldCode="AR" term="%22Kaili+Lu%22">Kaili Lu</searchLink><br /><searchLink fieldCode="AR" term="%22Nurassyl+Kerimbayev%22">Nurassyl Kerimbayev</searchLink>
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink><br /><searchLink fieldCode="DE" term="%22Cyprus%22">Cyprus</searchLink><br /><searchLink fieldCode="DE" term="%22Kazakhstan%22">Kazakhstan</searchLink>
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  Data: As artificial intelligence (AI) continues to transform global education, the development of AI literacy has become a pressing priority. However, current initiatives often approach AI literacy from local or national perspectives, overlooking the importance of a broader, global context. In cross-cultural learning, immersive virtual reality (VR) environments based on 360-degree video technology offer authentic experiences; however, these are typically asynchronous, limiting learners' opportunities for real-time interaction, feedback, and support. Such limitations may hinder the effective development of global AI literacy, innovation, and entrepreneurship. To address this challenge, the present study designed and implemented AI-powered interactive pedagogical agents (PAs) within immersive VR environments. These agents provided real-time, context-sensitive support during cross-cultural learning activities, aiming to enhance engagement and promote global AI literacy, innovation, and entrepreneurship. A total of 68 students from China, Northern Cyprus, and Kazakhstan participated in the study. With the assistance of PAs, students created cross-cultural scripts and recorded corresponding 360-degree videos, which were then exchanged among participants. Using VR headsets, students viewed immersive learning content on AI concepts and their applications across diverse cultural contexts, engaging in verbal interactions with PAs throughout the viewing experience. Following this, students reflected on their learning experiences under the guidance of PAs. A mixed-methods research, comprising pre- and post-test questionnaires, interviews, and reflection reports, demonstrated statistically significant gains in students' global AI literacy, innovation, and entrepreneurship following the intervention. Participants also reported high levels of perceived credibility and immersion with the PAs in VR environments. Based on these findings, the study offers recommendations to inform future practices in global AI literacy education.
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