International Journal of Education

With the swift advancement of AIGC and digital human technologies, the education sector is experiencing a profound transformation in teaching approaches and interaction patterns. Traditional public courses encounter various challenges in teacher assignment, classroom interaction, and student motivation. Leveraging digital technologies to optimize teaching has become a key issue worthy of exploration. This study examines a "personality-driven" digital human teaching model through an empirical investigation in a Spanish public course. A multi-role collaborative teaching design was developed, focusing on three digital characters with unique personality traits—MIGUEL, ZENOBIA, and Xixi—to establish a personality-adaptive task allocation and collaboration mechanism. Analysis of student questionnaire data shows that students can clearly perceive the distinct personalities of digital characters, and 57.58% think that a digital humans personality affects their reception of the teaching content. Moreover, 72.73% of students report being able to independently understand content with the aid of the "Digital Human + AI" combination, even without additional teacher explanation. Suitable frequency of use and role allocation also boost learning efficiency and teaching satisfaction. This study broadens the theoretical path from function-driven to personality-driven digital humans in education, offering practical, implementable teaching strategies and optimization suggestions.

Personality-driven; Digital human; AIGC; Multi-role collaborative teaching; Spanish language education; Public course reform