Core Insights - The emergence of digital educators, such as "Fan Fan," signifies a structural transformation in the education sector, moving from entertainment applications to genuine teaching roles [1][2] - The evolution of educational digital humans from mere content delivery tools to cognitive teaching assistants highlights the integration of advanced technologies [2][4] - The implementation of digital educators in various educational settings reveals both their potential benefits and the challenges they face in real-world applications [4][5] Group 1: Evolution of Educational Digital Humans - Initially, educational digital humans served as video production tools, primarily replacing human teachers for standardized content delivery [2] - With advancements in generative AI and multimodal perception, digital humans have developed teaching comprehension capabilities, allowing for real-time interaction and personalized feedback [2][4] - This transition positions digital humans as cognitive teaching assistants, actively participating in the entire teaching process [2] Group 2: Practical Applications and Feedback - Digital humans are being utilized in vocational education for tasks such as answering questions and course reviews, allowing human teachers to focus on deeper engagement with students [4][5] - In fields like medicine and engineering, digital humans enhance experimental teaching through three-dimensional visual aids, improving student understanding and classroom efficiency [4] - In basic education, digital humans are generating micro-courses and personalized explanations, particularly in areas with unequal educational resources, showing potential for enhancing educational equity [5] Group 3: Challenges and Ethical Considerations - The reliance on digital humans raises concerns about the accuracy of content generation and the potential for students to become overly dependent on them, diminishing interaction with real teachers [5][6] - The anthropomorphism of digital educators can lead to misplaced authority, as students may attribute teacher-like credibility to them despite their lack of accountability [6][7] - The absence of standardized protocols for data collection and processing in the use of digital humans poses risks to student rights and privacy [6][9] Group 4: Institutional Framework and Future Directions - The rapid development of educational digital humans outpaces the establishment of industry standards and policies, creating fragmentation and potential risks [9][10] - There is an urgent need for national-level initiatives to create a comprehensive framework for educational digital humans, covering aspects like capability grading and ethical boundaries [9] - Future competition in the field will hinge on system integration capabilities and educational outcomes rather than superficial attributes [10][11]

Group 1 - The second "Education Digital Human Competition" was held at Hubei Second Normal University, showcasing various intelligent agents from universities and educational technology companies [1][3] - The competition aimed to promote innovation in education through the theme "Human-Machine Coexistence to Optimize the Digital Education Ecosystem," featuring six categories including "Assistance in Learning," "Teaching," "Management," "Evaluation," "Research," and "Service" [3][5] - The event provided a platform for educators and researchers to explore cutting-edge educational technologies and showcase innovative achievements, highlighting the transformative potential of digital human technology in reshaping educational models [3][7] Group 2 - Participants demonstrated the capabilities of digital humans by taking on roles such as virtual teachers, teaching assistants, research assistants, and management service personnel, emphasizing the application potential of AI in education [5] - The development of educational digital humans is seen as a technological innovation that requires the construction of a more empathetic and intelligent digital education ecosystem, indicating a future direction for educational development [7]