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Impact of Multimodal and Conversational AI on Learning Outcomes and Experience

arXiv cs.HCby [Submitted on 2 Apr 2026]April 3, 20262 min read1 views
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arXiv:2604.02221v1 Announce Type: new Abstract: Multimodal Large Language Models (MLLMs) offer an opportunity to support multimedia learning through conversational systems grounded in educational content. However, while conversational AI is known to boost engagement, its impact on learning in visually-rich STEM domains remains under-explored. Moreover, there is limited understanding of how multimodality and conversationality jointly influence learning in generative AI systems. This work reports findings from a randomized controlled online study (N = 124) comparing three approaches to learning biology from textbook content: (1) a document-grounded conversational AI with interleaved text-and-image responses (MuDoC), (2) a document-grounded conversational AI with text-only responses (TexDoC),

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Abstract:Multimodal Large Language Models (MLLMs) offer an opportunity to support multimedia learning through conversational systems grounded in educational content. However, while conversational AI is known to boost engagement, its impact on learning in visually-rich STEM domains remains under-explored. Moreover, there is limited understanding of how multimodality and conversationality jointly influence learning in generative AI systems. This work reports findings from a randomized controlled online study (N = 124) comparing three approaches to learning biology from textbook content: (1) a document-grounded conversational AI with interleaved text-and-image responses (MuDoC), (2) a document-grounded conversational AI with text-only responses (TexDoC), and (3) a textbook interface with semantic search and highlighting (DocSearch). Learners using MuDoC achieved the highest post-test scores and reported the most positive learning experience. Notably, while TexDoC was rated as significantly more engaging and easier to use than DocSearch, it led to the lowest post-test scores, revealing a disconnect between student perceptions and learning outcomes. Interpreted through the lens of the Cognitive Load Theory, these findings suggest that conversationality reduces extraneous load, while visual-verbal integration induced by multimodality increases germane load, leading to better learning outcomes. When conversationality is not complemented by multimodality, reduced cognitive effort may instead inflate perceived understanding without improving learning outcomes.

Comments: 16 pages, 3 figures, Accepted to AIED 2026 (Seoul, South Korea)

Subjects:

Human-Computer Interaction (cs.HC); Artificial Intelligence (cs.AI)

Cite as: arXiv:2604.02221 [cs.HC]

(or arXiv:2604.02221v1 [cs.HC] for this version)

https://doi.org/10.48550/arXiv.2604.02221

arXiv-issued DOI via DataCite (pending registration)

Submission history

From: Karan Taneja [view email] [v1] Thu, 2 Apr 2026 16:12:00 UTC (936 KB)

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