This paper investigates the effect of using an anthropomorphic artificial agent in the classroom on student performance, engagement, and sense of belonging. The study, which will be conducted among university students at an undergraduate level, involves groups of students interacting with a virtual agent that displays varying levels of social cues. Results anticipate positive effects on both engagement and sense of belonging depending on the perceived level of anthropomorphism as well as positive effects on performance due to increased engagement based on previous research on the topic. The study contributes theoretically by highlighting the potential of virtual agents have in supporting student engagement in an educational setting and practically by exploring ways of enhancing student engagement and performance.