Abstract:

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.

References:
[1] Wolters, C. A., and Hussain, M. 2015, “Investigating Grit and its Relations with College Students’ Self-regulated Learning and Academic Achievement”, Metacognition and Learning 10(3), 293-311.
[2] Ritchey, T. 2011, “Modeling Alternative Futures with General Morphological Analysis”, World Futures Review 3(1), 83-94.
[3] Webster, J., and Watson, R.T. 2002. “Analyzing the Past to Prepare for the Future: Writing a Literature Review”, MIS Quarterly (MISQ) 26(2), xiii-xxiii.

Keywords:

Digital Study Assistant, Study Flexibility System, Students support and motivation, Morphological Analysis.