University of Phoenix study explores AI-supported storytelling for adult environmental science learners

Peer-reviewed research examines character-driven narratives and human-centered AI that make complex scientific ideas more approachable.

Mar. 11, 2026 at 7:19pm

Got story updates? Submit your updates here. ›

University of Phoenix has published a peer-reviewed study in the journal Glacies that explores how character-driven narratives and human-centered AI can support adult learners in understanding complex environmental science concepts. The study, authored by faculty from the College of General Studies and College of Business and Information Technology, describes the use of an anthropomorphic, storybook approach in the ENV/100T course, where scientific ideas are presented through relatable characters like Nico Nitrogen, Remi Rock, and Waverly Water. The research team used AI to help create consistent character imagery and enhance storyline development, with the goal of providing adult learners with accessible entry points into the material.

Why it matters

The study presents a practical model for making environmental science education more engaging and approachable for non-science majors and working adult learners. By framing complex concepts through narrative and character-driven storytelling, supported by AI-generated visuals, the course aims to reduce barriers, sustain learner engagement, and help students better understand environmental systems and processes.

The details

In the ENV/100T course, students engage with environmental science topics through original, character-centered stories grounded in real-world contexts. The instructional team used a human-centered AI approach, with faculty and instructional designers guiding how AI tools supported learning goals, visual consistency, and narrative clarity. Survey data and qualitative feedback indicate that 87.1% of students enjoyed the anthropomorphic narratives, and 82.0% said the approach reinforced systems thinking. Student reflections suggest the narrative framing and visuals helped them compare ideas, visualize relationships, and communicate scientific concepts.

  • The peer-reviewed study was published on March 11, 2026.

The players

Jacquelyn Kelly

Associate dean, College of General Studies at University of Phoenix.

Dianna Gielstra

Full-time faculty, Environmental Science Program, College of General Studies at University of Phoenix.

Tomáš J. Oberding

Full-time faculty, Environmental Science Program, College of General Studies at University of Phoenix.

Jim Bruno

Associate dean, College of Business and Information Technology at University of Phoenix.

Stephanie Cosentino

Senior instructional designer at University of Phoenix.

Got photos? Submit your photos here. ›

What they’re saying

“Adult learners benefit when we make space for curiosity and play as part of serious learning. By inviting students to meet characters like Nico Nitrogen and Waverly Water, we help them see the patterns and relationships that exist in environmental systems. AI-supported imagery brought those stories to life with consistency and clarity, and students used the characters to explain ideas, test their understanding, and stay engaged as the work became more complex.”

— Jacquelyn Kelly, Associate dean, College of General Studies (University of Phoenix)

The takeaway

This study demonstrates how incorporating character-driven narratives and human-centered AI can make complex environmental science concepts more accessible and engaging for adult learners, helping to sustain their interest and reinforce systems thinking as they develop a deeper understanding of environmental processes and relationships.