Details
| Original language | English |
|---|---|
| Pages | 2966-2974 |
| Publication status | Published - Nov 2020 |
| Event | 13th annual International Conference of Education, Research and Innovation - Virtual, Online Duration: 9 Nov 2020 → 10 Nov 2020 |
Conference
| Conference | 13th annual International Conference of Education, Research and Innovation |
|---|---|
| City | Virtual, Online |
| Period | 9 Nov 2020 → 10 Nov 2020 |
Abstract
Digital assistance systems, such as digital learning assistants (DLA) and digital study assistants (DSA) can make a fundamental contribution to support students in individualized studies and we answer the research question: “How can a dialogue-driven DSA support and motivate students?” using a morphological analysis. We perform our morphological analysis [2], which works out the characteristics of a dialogue-driven DSA that supports and motivates students in their individual study situation. It is based on an international literature review [3] and collected data from students and other stakeholders. Our analysis process is based on a student-centered perspective and is presented in different scenarios. Dialogue-driven DSA used in the context of higher education are in the focus of our analysis. Furthermore, the aspect of self-regulated studying as an educational basis for individual development is central. Due to the digital transformation increasingly taking place in higher education institutions (HEI) since COVID-19 and resulting open overall developments, different projective future scenarios are conceivable, which can be structured and illustrated by a morphological analysis.
One result of our analysis provides a dialogue-driven DSA archetype that communicates both text- and speech-based, can be operated by a smartphone/tablet app, masters short text understanding, offers an intuitive and interactive interface, ensures data protection and enables diverse functionalities. “Voice control and clever intelligence, a complete database in which all my data can be managed and a connection to other apps would be cool. The DSA should give me accurate and helpful advice on specific questions.” said a typical student. Moreover, a dialogue-driven DSA providing comprehensive functionalities can be equipped with Artificial Intelligence and Expert Systems, which can be individually approached by each student, has the potential to promote and motivate.
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2020. 2966-2974 Paper presented at 13th annual International Conference of Education, Research and Innovation, Virtual, Online.
Research output: Contribution to conference › Paper › Research › peer review
}
TY - CONF
T1 - DIALOGUE-DRIVEN DIGITAL STUDY ASSISTANTS FOR HIGHER EDUCATION – A MORPHOLOGICAL ANALYSIS
AU - Koenig, Claudia maria
AU - Karrenbauer, Christin
AU - Guhr, Nadine
AU - Breitner, Michael hans
PY - 2020/11
Y1 - 2020/11
N2 - Students today are confronted with an increasing variety of lectures, courses, and seminars. This offer is a response to increasing individual needs of students who often expect support and advice for their diverse study situations. Abilities to study self-regulated and independently are seen as core competences for successful course and study completion. Against the background of individualized studies, pronounced self-regulatory competencies become elementary [1].Digital assistance systems, such as digital learning assistants (DLA) and digital study assistants (DSA) can make a fundamental contribution to support students in individualized studies and we answer the research question: “How can a dialogue-driven DSA support and motivate students?” using a morphological analysis. We perform our morphological analysis [2], which works out the characteristics of a dialogue-driven DSA that supports and motivates students in their individual study situation. It is based on an international literature review [3] and collected data from students and other stakeholders. Our analysis process is based on a student-centered perspective and is presented in different scenarios. Dialogue-driven DSA used in the context of higher education are in the focus of our analysis. Furthermore, the aspect of self-regulated studying as an educational basis for individual development is central. Due to the digital transformation increasingly taking place in higher education institutions (HEI) since COVID-19 and resulting open overall developments, different projective future scenarios are conceivable, which can be structured and illustrated by a morphological analysis.One result of our analysis provides a dialogue-driven DSA archetype that communicates both text- and speech-based, can be operated by a smartphone/tablet app, masters short text understanding, offers an intuitive and interactive interface, ensures data protection and enables diverse functionalities. “Voice control and clever intelligence, a complete database in which all my data can be managed and a connection to other apps would be cool. The DSA should give me accurate and helpful advice on specific questions.” said a typical student. Moreover, a dialogue-driven DSA providing comprehensive functionalities can be equipped with Artificial Intelligence and Expert Systems, which can be individually approached by each student, has the potential to promote and motivate.
AB - Students today are confronted with an increasing variety of lectures, courses, and seminars. This offer is a response to increasing individual needs of students who often expect support and advice for their diverse study situations. Abilities to study self-regulated and independently are seen as core competences for successful course and study completion. Against the background of individualized studies, pronounced self-regulatory competencies become elementary [1].Digital assistance systems, such as digital learning assistants (DLA) and digital study assistants (DSA) can make a fundamental contribution to support students in individualized studies and we answer the research question: “How can a dialogue-driven DSA support and motivate students?” using a morphological analysis. We perform our morphological analysis [2], which works out the characteristics of a dialogue-driven DSA that supports and motivates students in their individual study situation. It is based on an international literature review [3] and collected data from students and other stakeholders. Our analysis process is based on a student-centered perspective and is presented in different scenarios. Dialogue-driven DSA used in the context of higher education are in the focus of our analysis. Furthermore, the aspect of self-regulated studying as an educational basis for individual development is central. Due to the digital transformation increasingly taking place in higher education institutions (HEI) since COVID-19 and resulting open overall developments, different projective future scenarios are conceivable, which can be structured and illustrated by a morphological analysis.One result of our analysis provides a dialogue-driven DSA archetype that communicates both text- and speech-based, can be operated by a smartphone/tablet app, masters short text understanding, offers an intuitive and interactive interface, ensures data protection and enables diverse functionalities. “Voice control and clever intelligence, a complete database in which all my data can be managed and a connection to other apps would be cool. The DSA should give me accurate and helpful advice on specific questions.” said a typical student. Moreover, a dialogue-driven DSA providing comprehensive functionalities can be equipped with Artificial Intelligence and Expert Systems, which can be individually approached by each student, has the potential to promote and motivate.
U2 - 10.21125/iceri.2020.0681
DO - 10.21125/iceri.2020.0681
M3 - Paper
SP - 2966
EP - 2974
T2 - 13th annual International Conference of Education, Research and Innovation
Y2 - 9 November 2020 through 10 November 2020
ER -