Experiential Learning in Earth Science and Natural History Museums with the Help of Artificial Intelligence-supported Avatars
GEOHERITAGE, cilt.18, sa.142, ss.1-17, 2026 (SCI-Expanded, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 18 Sayı: 142
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s12371-026-01378-4
- Dergi Adı: GEOHERITAGE
- Derginin Tarandığı İndeksler: Natural Science Collection (ProQuest), Earth, Atmospheric, & Aquatic Science Collection (ProQuest), Scopus, Science Citation Index Expanded (SCI-EXPANDED), Geobase
- Sayfa Sayıları: ss.1-17
- Çanakkale Onsekiz Mart Üniversitesi Adresli: Evet
Özet
Recent advances in immersive technologies and artificial intelligence have created new opportunities for transforming digital museum experiences into interactive learning environments. This study investigates how artificial intelligence–supported avatars integrated into a metaverse-based virtual museum environment influence experiential learning processes in the context of earth science and natural history education. The research was conducted within the Earth Sciences and Natural History Museum (YBM) environment, where students interacted with AI-supported avatars while exploring virtual museum spaces developed using immersive technologies. The study adopts a qualitative research approach and draws on multiple data sources, including student reflections, interaction logs between students and avatars, and student-designed metaverse learning environments. These datasets were analysed to examine how conversational interaction with AI avatars mediates students’ exploration and questioning behaviours and their conceptual understanding of scientific artefacts. The findings indicate that AI-supported avatars play an important role in facilitating inquiry-based learning within immersive museum environments. Students actively engaged with digital artefacts through dialogue with avatars, which supported curiosity-driven questioning, conceptual clarification, and deeper engagement with geological content. Based on the analysis of interaction patterns and learning processes, the study proposes an Avatar-Mediated Experiential Learning Model, which conceptualises how immersive exploration and conversational guidance jointly support experiential learning in virtual museum environments. The results suggest that integrating conversational AI agents into metaverse-based museum platforms can enhance experiential and socially mediated learning processes. These findings highlight the potential of immersive digital museums to support geoheritage education, expand access to scientific knowledge, and foster interactive engagement with geological heritage. The study contributes to the emerging field of AI-supported immersive learning by providing both a conceptual model and empirical insights into the role of avatars in digital museum environments.