AI-Driven Video Avatars vs. Customized GPTs: Professional English Learning Among Nursing Students

The goal of this study is to evaluate and compare the effectiveness of two generative artificial intelligence technologies (an interactive AI video avatar vs. a personalized GPT) in enhancing professional English learning, overall tool satisfaction, and attitudes toward generative AI. The study will be conducted in undergraduate third-year nursing students enrolled in a professional English course at a university health sciences faculty in Türkiye. The main questions it aims to answer are: * Is there a significant difference in professional English knowledge test scores between nursing students using an interactive AI video avatar and those using a personalized GPT? * Is there a significant difference in attitudes toward generative AI in English learning between students using the interactive AI video avatar and those using the personalized GPT? * Is there a significant difference in satisfaction levels regarding the assigned AI educational tool between the two intervention groups? Researchers will compare students assigned to the Interactive AI Video Avatar Group (interacting with visual and auditory embodied avatars for face-to-face communication simulations) with students assigned to the Personalized GPT Group (interacting via a text/voice-based dialogue interface) to see if the interface modality affects learning performance, student satisfaction, and AI attitudes. Participants will: * Complete baseline questionnaires before the intervention, including a descriptive information form, a Professional English Knowledge Test, the Generative Artificial Intelligence Attitude Scale (GenAIAS), and a Generative AI Usage and Competence Scale. * Use their randomly assigned AI teaching tool (interactive video avatar or personalized GPT) as a supplementary learning partner throughout the semester. * Complete post-intervention evaluations at the end of the semester, including the Professional English Knowledge Test, GenAIAS, and an evaluation form to rate tool satisfaction.

Inclusion Criteria: * Being an undergraduate nursing student currently enrolled in the "Professional English III" course at the Faculty of Health Sciences * Possessing the necessary technological equipment (e.g., smartphone, tablet, or personal computer) to access and interact with the generative AI learning tools * Volunteering to participate in the study Exclusion Criteria: * Prior experience with the specific AI tools developed or utilized in this study * Concurrent participation in another research study involving AI-supported teaching or learning strategies * Requesting to withdraw from the study at any point during the intervention period