Student engagement is a term we hear a lot in higher education. At its core, engagement is about creating a learning environment where students feel motivated, supported, and encouraged to take an active role in their education. It’s not just the responsibility of students; staff and institutions all play a part in fostering this environment (Gluko et al, 2024). Done well, it leads to better learning experiences, stronger connections with peers and teachers, and improved outcomes.
However, the landscape of student engagement has shifted in recent years. COVID-19 forced a rapid transition to online learning, bringing with it challenges such as social isolation and a lack of interaction. As we have returned to more in-person teaching, blended and flexible learning options are quickly becoming the norm, but we can’t afford to let student engagement slip as we adapt. That’s where an exciting new player steps in – Artificial Intelligence (AI).
Our AI Teaching Support Team
AI is not just transforming the workplace; it’s making its way into the classroom, too. For students, it’s about preparing for a future where AI will be part of their daily work. For academics, it’s an opportunity to rethink how we engage students. One approach we’ve been trialling is using AI-generated avatars as part of a digital teaching support team. These avatars don’t replace lecturers or course materials but act as virtual assistants, helping students stay on track with their learning.
Our AI avatars do all sorts of helpful tasks. They provide weekly assessment updates, remind students of upcoming deadlines, and offer general feedback on common submission issues. They can also recap tutorials and suggest what students should focus on before their next class. Some avatars appear as friendly, animated guides within learning materials. Others are part of podcasts summarising the week’s content in a quick 10-minute chat—perfect for students who prefer listening to reading.
You can meet a few of our ‘teaching team’ and hear about the work they do in this 3-minute video:
We know that so many of us already create videos, voice recordings, and other resources to support students. But AI avatars take this a step further. Once the initial setup is done, updating content is much easier. Instead of re-recording videos or fixing slides, you can tweak a script, and your avatar will adapt to deliver the new message in minutes. AI can also help with designing characters and drafting scripts, cutting down preparation time even more.
We used AI video platform Synthesia. A quick search will give you lots of other options to play with, too.
They’re here to help, not replace
Avatars are not here to replace human teaching. They work best as an extra support layer, helping students access key information and feedback when they need it. For example, when we trialled our AI support team, we noticed a drop in the number of emails from students asking about assessments and marks. They were finding the answers they needed through the avatars.
We also asked students what they thought about how we integrated AI into two subjects. Undergraduate students, particularly final-year ones, were a bit unsure at first. They were used to pre-recorded lectures and found it strange to rely more on avatars. However, they appreciated the assessment summaries, tutorial recaps, and feedback videos. Postgraduate students were more open to the technology and felt it supported their learning well. They valued the assessment summaries, orientation videos, and case examples.
Of course, not everything was perfect. Some students found the static characters less engaging, and workshop recaps were seen as less helpful by some. This feedback is shaping our next steps. We want to better understand how AI tools like avatars can enhance student learning and create a more engaging, personalised experience.
AI is evolving rapidly, and education needs to keep pace. It offers a chance to reimagine how we teach and support students. The goal is not to replace traditional teaching methods but to build on them – making learning more accessible, responsive, and engaging for all.
References
Gulko, N., Wood, N., Blondeel, E., Churyk, N.T., Derbyshire, L.E., Kawor, S., Lento, C., McGuigan, N., Merendino, A., Middelberg, S.L., Sahoo, S.K., Tong, J.T., and Withanage, N. (2024) Enhancing Inclusive Student Engagement in Higher Education: Literature Review. Quality Assurance Agency for Higher Education. pp. 1-22.