The rapid development of Artificial Intelligence-Generated Content (AIGC) has expanded new ways for the development of virtual teachers. Exploring the method of virtual teachers in human-computer co-creation of teaching animation supported by AIGC technology and its application effect can provide theoretical explanations and behavioral evidence for teachers and researchers to intelligently generate virtual teachers development and teaching applications that promote the learning effect of animation with the aim of providing references for AIGC-enabling teaching. This study reviews the theoretical basis and related research on virtual teachers and teaching animation to promote learning, constructs human-computer co-creation model of virtual teachers in teaching animation supported by AIGC, and uses the AIGC platform to create teaching animations with realistic, hyper-realistic, and cartoon-based virtual teachers. Then, with college students as subjects and the teaching animations of real human teachers as the control group, a single-factor, four-level intersubject design is adopted to conduct a comparative experiment on the learning effects of the three types of teaching animations with virtual and real teachers through behavior, subjective reports, and eye tracker measurements. The results show that AIGC technology can improve the efficiency of human-computer co-creation of virtual teachers and provide efficient technical support for perfecting the personality development of virtual teachers. The cartoon virtual teacher has the best learning effect through consistent simplification and teaching of animation style. Although the study did not observe any difference in the learning performance of each group, different virtual teachers can influence the learning effect by affecting the learners′ motivation, cognitive load, and attention allocation of animation learning.