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<p>There remains a notable gap in the literature regarding the integration of technology into workplace practices for career readiness through improved learning effectiveness. This highlights the need to transform textbook knowledge into practical applications by adopting Embodied Learning (EL) activities that promote behavioral engagement, reflecting a social and situated perspective (social situatedness) based on situated learning theory. This study presents an effective EL approach through drama-based pedagogy (DBP) by integrating technology for simulated workplace practices. Two distinct virtual drama-based role-play EL approaches were deployed with 76 undergraduates as an experimental case study in a simulated Japanese restaurant. The experimental group engaged virtually with peers and Generative Artificial Intelligence (GenAI) agents that generated <i>dynamic scenarios</i> and provided real-time feedback, while the control group engaged solely with peers in <i>fixed scenarios</i> virtually and received post-activity feedback from the instructor. Results indicate that the experimental group’s approach significantly outperformed the control group’s approach. These findings suggest that promoting behavioral engagement to foster social situatedness through embodied communication skills can substantially enhance learning effectiveness. Practically, this study offers educators a cost-effective method to improve students’ career readiness by integrating technology into classroom settings, thereby fostering enjoyable active learning and improving educational outcomes.</p>

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Integrating the virtual drama-based embodied learning environment with GenAI agents in the classroom to enhance students’ learning effectiveness for career readiness

  • 期刊论文

  • 发表日期：

    2025年11月7日

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  • Mahesh Liyanawatta,
  • Su-Hang Yang,
  • Ming-Yuan Cai,
  • Shao-Yun Yu,
  • Jen-Hang Wang,
  • Chih-Kai Chang,
  • Gwo-Dong Chen

摘要

There remains a notable gap in the literature regarding the integration of technology into workplace practices for career readiness through improved learning effectiveness. This highlights the need to transform textbook knowledge into practical applications by adopting Embodied Learning (EL) activities that promote behavioral engagement, reflecting a social and situated perspective (social situatedness) based on situated learning theory. This study presents an effective EL approach through drama-based pedagogy (DBP) by integrating technology for simulated workplace practices. Two distinct virtual drama-based role-play EL approaches were deployed with 76 undergraduates as an experimental case study in a simulated Japanese restaurant. The experimental group engaged virtually with peers and Generative Artificial Intelligence (GenAI) agents that generated dynamic scenarios and provided real-time feedback, while the control group engaged solely with peers in fixed scenarios virtually and received post-activity feedback from the instructor. Results indicate that the experimental group’s approach significantly outperformed the control group’s approach. These findings suggest that promoting behavioral engagement to foster social situatedness through embodied communication skills can substantially enhance learning effectiveness. Practically, this study offers educators a cost-effective method to improve students’ career readiness by integrating technology into classroom settings, thereby fostering enjoyable active learning and improving educational outcomes.