Question-asking is one of the key indicators of cognitive engagement. However, understanding how the distinct psychological affordances of presentation media shape learners' spoken inquiries with embodied Intelligent Virtual Agents (IVAs) remains limited. To systematically examine this process, we propose a 5W1H-based framework for analyzing learner questions. Using this framework, we conducted a user study comparing an Augmented Reality-based IVA (AR-IVA) deployed in the physical environment with a screen-based IVA (Video-IVA) during cardiopulmonary resuscitation (CPR) instruction. Results showed that the AR-IVA elicited higher spatial and social presence and promoted more frequent and longer questions focused on clarification and understanding. In contrast, the Video-IVA encouraged questions regarding procedural refinement. Presence acted as a selective filter, shaping the timing and topic of questions rather than as a universal mediator. These effects were significantly moderated by learners' motivational and strategic characteristics toward learning. Based on these findings, we propose design implications for IVA-supported learning systems.

翻译：提问是认知参与的关键指标之一。然而，对于不同呈现媒介所特有的心理可供性如何影响学习者与具身智能虚拟代理（IVAs）进行口语提问，目前理解仍有限。为系统性地考察这一过程，我们提出了一种基于5W1H框架的学习者问题分析方法。运用该框架，我们开展了一项用户研究，比较了在心肺复苏（CPR）教学中部署于物理环境的增强现实智能虚拟代理（AR-IVA）与基于屏幕的智能虚拟代理（Video-IVA）。结果显示，AR-IVA引发了更高的空间临场感与社会临场感，并促进了更频繁、更长时间的聚焦于澄清与理解的问题。相比之下，Video-IVA则鼓励了更多关于流程优化的问题。临场感起到了选择性过滤器的作用，塑造了提问的时机与主题，而非作为普适性的中介变量。这些效应显著受到学习者的学习动机与策略特征的调节。基于这些发现，我们为IVA支持的学习系统提出了设计启示。