Design Knowledge for Virtual Learning Companions from a Value-centered Perspective
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Communications of the Association for Information Systems, Jahrgang 54, 2024.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Design Knowledge for Virtual Learning Companions from a Value-centered Perspective
AU - Schlimbach, Ricarda
AU - Khosrawi-Rad, Bijan
AU - Strohmann, Timo
AU - Lange, Tim C.
AU - Robra-Bissantz, Susanne
N1 - Publisher Copyright: © 2024 by the Association for Information Systems.
PY - 2024
Y1 - 2024
N2 - The increasing popularity of conversational agents such as ChatGPT has sparked interest in their potential use in educational contexts but undermines the role of companionship in learning with these tools. Our study targets the design of virtual learning companions (VLCs), focusing on bonding relationships for collaborative learning while facilitating students’ time management and motivation. We draw upon design science research (DSR) to derive prescriptive design knowledge for VLCs as the core of our contribution. Through three DSR cycles, we conducted interviews with working students and experts, held interdisciplinary workshops with the target group, designed and evaluated two conceptual prototypes, and fully coded a VLC instantiation, which we tested with students in class. Our approach has yielded 9 design principles, 28 meta-requirements, and 33 design features centered around the value-in-interaction. These encompass Human-likeness and Dialogue Management, Proactive and Reactive Behavior, and Relationship Building on the Relationship Layer (DP1,3,4), Adaptation (DP2) on the Matching Layer, as well as Provision of Supportive Content, Fostering Learning Competencies, Motivational Environment, and Ethical Responsibility (DP5-8) on the Service Layer.
AB - The increasing popularity of conversational agents such as ChatGPT has sparked interest in their potential use in educational contexts but undermines the role of companionship in learning with these tools. Our study targets the design of virtual learning companions (VLCs), focusing on bonding relationships for collaborative learning while facilitating students’ time management and motivation. We draw upon design science research (DSR) to derive prescriptive design knowledge for VLCs as the core of our contribution. Through three DSR cycles, we conducted interviews with working students and experts, held interdisciplinary workshops with the target group, designed and evaluated two conceptual prototypes, and fully coded a VLC instantiation, which we tested with students in class. Our approach has yielded 9 design principles, 28 meta-requirements, and 33 design features centered around the value-in-interaction. These encompass Human-likeness and Dialogue Management, Proactive and Reactive Behavior, and Relationship Building on the Relationship Layer (DP1,3,4), Adaptation (DP2) on the Matching Layer, as well as Provision of Supportive Content, Fostering Learning Competencies, Motivational Environment, and Ethical Responsibility (DP5-8) on the Service Layer.
KW - Conversational Agent
KW - Design Knowledge
KW - Education
KW - Value
KW - Virtual Learning Companion
UR - http://www.scopus.com/inward/record.url?scp=85184400412&partnerID=8YFLogxK
M3 - Journal articles
AN - SCOPUS:85184400412
VL - 54
JO - Communications of the Association for Information Systems
JF - Communications of the Association for Information Systems
SN - 1529-3181
ER -