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.

We proposed viewpoint-tolerant shared depth perception without individual tracking by leveraging human cognitive compensation in universally 3D rendered images on a wall-sized display. While traditional 3D-perception-enabled display systems have primarily focused on single-user scenarios-adapting rendering based on head and eye tracking-the use of wall-sized displays to extend spatial experiences and support perceptually coherent multi-user interactions remains underexplored. We investigated the effects of virtual depths (dv) and absolute viewing distance (da) on human cognitive compensation factors (perceived distance difference, viewing angle threshold, and perceived presence) to construct the wall display-based eXtended Reality (XR) space. Results show that participants experienced a compelling depth perception even from off-center angles of 23°-37°, and largely increasing virtual depth worsens depth perception and presence factors, highlighting the importance of balancing extended depth of virtual space and viewing distance from the wall-sized display. Drawing on these findings, wall-sized displays in venues such as museums, galleries, and classrooms can evolve beyond 2D information sharing to offer immersive, spatially extended group experiences without individualized tracking or wearables.