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From NPCs to AI Assistants: A Scoping Review of AI-Driven Agents in Immersive STEM Learning
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Author(s): Mahmoud Hamash (Dublin City University, Ireland), Hanan Ghreir (Universiti Teknologi Malaysia, UAE), Peter Tiernan (Dublin City University, Ireland)and Taoufik Boulhrir (Al Akhawayn University, Morocco)
Copyright: 2026
Pages: 34
Source title:
Generators, Bots, and Tutors: Creative Approaches to Human-AI Synergy in Classroom Instruction
Source Author(s)/Editor(s): Bosede Iyiade Edwards (Universiti Sains Malaysia, Malaysia), Hassan Abuhassna (Sunway University, Malaysia), Damola Olugbade (University of South Africa, Pretoria, South Africa), Olayinka Anthony Ojo (University of Bolton, United Kingdom)and Wan Ahmad Jaafar Wan Yahaya (Universiti Sains Malaysia, Malaysia)
DOI: 10.4018/979-8-3373-0847-0.ch008
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Abstract
The integration of Artificial Intelligence (AI)-driven agents, including Non-Player Characters (NPCs), pedagogical agents, and AI assistants, within Immersive Virtual Reality (IVR) environments represents a rapidly evolving domain in educational technology. This chapter conducts a scoping review (2015–2025) following the PRISMA for Scoping Reviews (PRISMA-ScR) guidelines to synthesize existing research on AI-driven agents in STEM (Science, Technology, Engineering, and Mathematics) education. A systematic search across Scopus, ScienceDirect, and ERIC identified 82 publications, with only three meeting the eligibility criteria. The review maps the current state of research, highlights knowledge gaps, and suggests future directions for educators, researchers, and policymakers. The findings underscore the limited but growing body of literature on AI-driven agents in immersive STEM education, emphasizing the need for further empirical investigations to explore their impact on engagement, learning outcomes, and instructional practices.
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