Deriving Design Knowledge for eLearning Companions to Support International Students
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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35th Bled eConference: Digital Restructuring and Human (Re)action, BLED 2022 - Proceedings. ed. / Andreja Pucihar; Mirjana Kljajic Borstnar; Roger Bons; Anand Sheombar; Guido Ongena; Doroteja Vidmar. University of Maribor Press, 2022. p. 31-47 (35th Bled eConference: Digital Restructuring and Human (Re)action, BLED 2022 - Proceedings).
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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TY - CHAP
T1 - Deriving Design Knowledge for eLearning Companions to Support International Students
AU - Schlimbach, Ricarda
AU - Khosrawi-Rad, Bijan
AU - Robra-Bissantz, Susanne
N1 - Publisher Copyright: © BLED 2022. All rights reserved.
PY - 2022
Y1 - 2022
N2 - International students often have difficulties in getting connected with other students (from their host country), or in fully understanding the lectures due to barriers such as interacting in a foreign language or adjusting to a new campus. eLearning Companions (eLCs) act as virtual friends, accompany students with dialog-based support for learning and provide individual guidance. We contribute to the lack of prescriptive design knowledge for that specific use case by deriving 16 design principles for eLCs and transferring them into an expository instantiation along the Design Science Research paradigm. We build upon 14 identified literature requirements and 15 condensed user requirements resulting from an empirical study with 76 Chinese-speaking exchange students at a German university. Our objective is to extend the knowledge base and support scientists and practitioners in eLC design for non-native students to initiate further research and discussion.
AB - International students often have difficulties in getting connected with other students (from their host country), or in fully understanding the lectures due to barriers such as interacting in a foreign language or adjusting to a new campus. eLearning Companions (eLCs) act as virtual friends, accompany students with dialog-based support for learning and provide individual guidance. We contribute to the lack of prescriptive design knowledge for that specific use case by deriving 16 design principles for eLCs and transferring them into an expository instantiation along the Design Science Research paradigm. We build upon 14 identified literature requirements and 15 condensed user requirements resulting from an empirical study with 76 Chinese-speaking exchange students at a German university. Our objective is to extend the knowledge base and support scientists and practitioners in eLC design for non-native students to initiate further research and discussion.
KW - agent
KW - design knowledge
KW - design principle
KW - eLearning
KW - exchange student
KW - international student
KW - learning companion
KW - pedagogical conversational
UR - http://www.scopus.com/inward/record.url?scp=85159206499&partnerID=8YFLogxK
U2 - 10.18690/um.fov.4.2022.2
DO - 10.18690/um.fov.4.2022.2
M3 - Article in conference proceedings
AN - SCOPUS:85159206499
T3 - 35th Bled eConference: Digital Restructuring and Human (Re)action, BLED 2022 - Proceedings
SP - 31
EP - 47
BT - 35th Bled eConference
A2 - Pucihar, Andreja
A2 - Borstnar, Mirjana Kljajic
A2 - Bons, Roger
A2 - Sheombar, Anand
A2 - Ongena, Guido
A2 - Vidmar, Doroteja
PB - University of Maribor Press
T2 - 35th Bled eConference, BLED 2022
Y2 - 26 June 2022 through 29 June 2022
ER -