資訊技術有著非常多樣化的各式應用，其對於學習方面的助益是其中一個被廣泛討論的議題，尤其是結合了實境技術的情境式學習，將可以帶給學習者身歷其境的真實體驗，進而達成真實學習，而情境式學習其中一個合宜的應用是戲劇式學習。
戲劇式學習不但能為學習者帶來的身歷其境的效益、也能提供學習與實際操作同時進行的機會、同時也提供學習者作為觀眾、觀賞戲劇演出，其中觀眾的注目將對表演者將造成社會認知影響、進而激勵表演者拿出更好表現，此為一般實境技術應用所無法達到的。
然而戲劇表演必然為群體活動、容易受到單一個體的突發事件所牽連、影響，其中又以群體中的成員缺席最為常見；並且以往的戲劇活動皆是由表演者扮演所有角色，對於學習者比較無法詮釋好的角色，將使得整體學習成效將大打折扣。因此若要提供一個適合學習者浸入、學習的情境，則必須要能彌補個體的突發事件所帶來的影響，並且也要能夠取代學習者去扮演其較無法詮釋好的角色。
數位演員的引入將可對上述問題一併解決，數位演員可扮演學習者比較無法詮釋好的角色，也可以使得情境更接近真實，同時也解決了原本戲劇活動作為群體合作學習模式的弱點，進而使得學習者的學習機會獲得保障，研究人員認為數位演員的使用可以提供真正的真實學習、提升學習者的學習成效。本研究經科技大學實地課程實驗，實驗數據顯示數位演員的使用，對學習成效有顯著提升。

Information technology has a very diversified variety of applications, and its benefit to learning is one of the topics that has been widely discussed. In particular, contextual learning combined with real-world technology will bring learners to the reality of their environment. Experience, and then achieve real learning, and one of the appropriate applications of situational learning is dramatic learning.
Dramatic learning not only brings immersive benefits to learners, but also provides opportunities for learning and practical operations at the same time. It also provides learners as spectators and watching theatrical performances. The audience’s attention will be on the performers. It can cause social cognitive impact, and then inspire performers to perform better, which cannot be achieved by the application of general reality technology.
However, theater performances are bound to be group activities and are easily affected and affected by emergencies of a single individual. Among them, the absence of members of the group is the most common; and in the past, performers play all roles, which is more for learners. Failure to interpret a good role will greatly reduce the overall learning effectiveness. Therefore, in order to provide a context suitable for learners to immerse and learn, it must be able to compensate for the impact of individual emergencies, and it must also be able to replace learners to play their less interpretable roles.
The introduction of digital actors can solve the above problems together. Digital actors can play roles that learners cannot interpret, and can also make the situation closer to reality. At the same time, it also solves the weaknesses of the original drama activity as a group cooperative learning model. To ensure the learning opportunities of learners, researchers believe that the use of digital actors can provide real learning and enhance learners' learning effectiveness. This research is based on field experiments of the University of Science and Technology. The experimental data shows that the use of digital actors has significantly improved the learning effect.

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