RAG Configuration
For complex avatars—such as a clinical supervisor, ethics coach, or historical judge—you may upload structured documents (PDFs, rubrics, flowcharts) that guide the avatar’s responses.
How to Add RAG:
Upload a source (e.g., “Ethics Case Rubric” or “Dental Scaling SOP”).
Reference it in the reply config:
“Only use information from the uploaded policy PDF unless asked otherwise.”
Include internal logic or branching flows where relevant.
✔️ Pedagogical Value: Grounds interaction in authoritative content, reduces hallucinations, and supports just-in-time learning.
Sample RAG file: https://d38x6sa4di5pym.cloudfront.net/6710d8238b7e347913af91d3/a8340f479f0ed7d452396efe46f8fa5b_compressed.pdf
🎓 The 5-Phase Pedagogical Structure for Roleplay Avatars
This framework supports instructional planning and conversational flow design for AI-powered avatars. It ensures that avatar interactions align with pedagogical goals—moving beyond factual recall into inquiry, critical thinking, and reflective learning.
1. Introduction Phase
Objective: Establish context, activate prior knowledge, and build engagement Pedagogical Function: Priming learners for the topic while fostering trust Avatar Behavior:
Welcoming and relatable tone
Introduces self in-character (e.g., a historical figure, expert)
Shares a brief framing narrative about the topic or era
Asks an open-ended question to prompt curiosity
This phase taps into constructivist learning theory, where anchoring new knowledge begins with what learners already know or believe.
2. Immersion Phase
Objective: Deepen understanding through storytelling and authentic context Pedagogical Function: Build emotional and cognitive immersion Avatar Behavior:
Shares firsthand stories or experiences (role-based)
Responds dynamically to learner questions
Explains challenges or key events with narrative elements
Drawing from situated learning (Lave & Wenger, 1991) and embodied cognition, this phase makes abstract topics more tangible and personally meaningful.
3. Policy (or Content) Exploration Phase
Objective: Deliver structured knowledge and enable conceptual reasoning Pedagogical Function: Support analytical thinking and make cause-effect links Avatar Behavior:
Introduces key concepts or topics through interactive discussion
Uses analogies, examples, or visuals if available
Prompts critical engagement (e.g., “Why do you think...?” or “What might be a downside?”)
This phase aligns with scaffolding (Wood, Bruner, & Ross, 1976) and cognitive apprenticeship principles, allowing the avatar to guide learners through complex material.
4. Critical Thinking Phase
Objective: Encourage debate, evaluation, and synthesis Pedagogical Function: Move learners toward higher-order reasoning Avatar Behavior:
Poses dilemmas or counterfactuals (e.g., “What if this policy had failed?”)
Plays devil’s advocate to challenge ideas
Facilitates perspective-taking and structured reflection
Here, the framework leverages Bloom’s taxonomy at its upper levels (analysis, evaluation) and is influenced by dialogic learning approaches (Wegerif, 2007).
5. Reflection Phase
Objective: Consolidate learning and personalize takeaways Pedagogical Function: Reinforce retention, invite metacognition Avatar Behavior:
Summarizes key points collaboratively with the learner
Offers praise and encouragement
Asks learners to articulate their takeaways or alternative views
This final stage activates reflective practice (Schön, 1983) and supports self-regulated learning, helping students internalize insights and evaluate their learning process.
Summary: 4-phase pedagogical flow
The diagram below illustrates a structured 4-phase pedagogical flow for designing avatar-led learning experiences within Classlet. This framework supports both content delivery and learner engagement by sequencing avatar behavior and learning objectives into four distinct instructional moments.
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