Digital assistance in higher education – requirements for the development of a digital study assistant

Paul Greiff, Carla Tenspolde, and Uwe Hoppe

Osnabrück University, Institute of Information Management and Information Systems Engineering, Osnabrück, Germany

✉ Kontakt zum Autor

Digitalization in higher education sets a trend of digital support in students’ and teachers’ daily working routine. New ways of accessing teaching materials, simplifying semester planning or structuring learning materials are opened up by technologies such as digital study assistants (DSA). The DSA represents a new and innovative technology in higher education and is still in development. For this reason, it is unclear which exact processes and tasks this application should take over. In software development, it is essential to define the requirements precisely to carry out the subsequent development steps and implementation correctly. These requirements must be derived from the needs of the stakeholders to ensure acceptance and willingness for sustainable use. Therefore, a student survey was conducted via semi-structured qualitative interviews, to identify important requirements for a DSA. Based on our research results, we provide indications for the development and further research of digital study assistance systems.

Keywords: digital study assistant, higher education, digitalization, digital education

1. Gottburgsen, A., Wilige, J.: Mehr Mobilitätserfahrungen durch digitale Medien? Zu den Effekten von studentischer Diversität und Lernumweltsmerkmalen auf die internationale Mobilität. Beiträge zur Hochschulforschung. 4/2018, 30–50 (2018).
2. Kergel, D., Heidkamp, B., Kjærsdam Telléus, P., Rachwał, T., Nowakowski, S. eds: The digital turn in higher education: international perspectives on learning and teaching in a changing world. Springer VS, Wiesbaden (2018).
3. Bennett, S., Agostinho, S., Lockyer, L.: Technology tools to support learning design: Implications derived from an investigation of university teachers’ design practices. Computers & Education. 81, 211–220 (2015).
4. Apt, W., Schubert, M., Wischmann, S.: Digitale Assistenzsysteme - Perspektiven und Herausforderungen für den Einsatz in Industrie und Dienstleistungen. 12–42 (2018).
5. Scheepers, R., Lacity, M.C., Willcocks, L.P.: Cognitive Automation as Part of Deakin University’s Digital Strategy. MIS Quarterly Executive. 17, 89–107 (2018).
6. Ahmed, Z.A., Ghareb, M.I.: An Online Course Selection System: A Proposed System For Higher Education In Kurdistan Region Government. 7, 6 (2018).
7. Crittenden, W.F., Biel, I.K., Lovely, W.A.: Embracing Digitalization: Student Learning and New Technologies. Journal of Marketing Education. 41, 5–14 (2019).
8. Strauß, R., Schoder, D.: eReality: das e-business-Bausteinkonzept; Strategien und Erfolgsfaktoren für das e-business-Management. FAZ-Inst. für Management-, Marktund Medieninformationen, Frankfurt am Main (2002).
9. Venkatesh, V., Bala, H.: Technology Acceptance Model 3 and a Research Agenda on Interventions. Decision Sciences. 39, 273–315 (2008).
10. Abbad, M.M., Morris, D., De Nahlik, C.: Looking under the Bonnet: Factors Affecting Student Adoption of E-Learning Systems in Jordan. IRRODL. 10, (2009).
11. Dellermann, D., Lipusch, N., Ebel, P.: Developing Design Principles for a Crowd- Based Business Model Validation System. In: Maedche, A., vom Brocke, J., and Hevner, A. (eds.) Designing the Digital Transformation. pp. 163–178. Springer International Publishing (2017).
12. Legner, C., Eymann, T., Hess, T., Matt, C., Böhmann, T., Drews, P., Mädche, A., Urbach, N., Ahlemann, F.: Digitalization: opportunity and challenge for the business and information systems engineering community. Business & information systems engineering. 59, 301–308 (2017).
13. Thecka, S.: Transforming fragmented industry into sustainable businesses with SMAC technologies. In: 2014 IST-Africa Conference Proceedings. pp. 1–9 (2014).
14. Rouse, W.B.: A theory of enterprise transformation. Systems Engineering. 8, 279– 295
15. Schwab, K.: The fourth industrial revolution. Crown Business, New York (2017).
16. Morakanyane, R., Grace, A., O’Reilly, P.: Conceptualizing digital transformation in business organizations: a systematic review of literature. In: Proceedings of the 30th Bled eConference. pp. 427–443 (2017).
17. Uden, L., Sinclair, J., Tao, Y.-H., Liberona, D. eds: Learning Technology for Education in Cloud. MOOC and Big Data. Springer International Publishing, Cham (2014).
18. Ihme, J.M., Senkbeil, M.: Warum können Jugendliche ihre eigenen computerbezogenen Kompetenzen nicht realistisch einschätzen? Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 49, 24–37 (2017).
19. Walter, L.F., Salvia, A.L., Pretorius, R.W., Brandli, L.L., Manolas, E., Alves, F., Azeiteiro, U., Rogers, J., Shiel, C., Arminda, D.P.: Universities as Living Labs for Sustainable Development: Supporting the Implementation of the Sustainable Development Goals. Springer, New York, NY (2019).
20. Mukerjee, S.: Agility: a crucial capability for universities in times of disruptive change and innovation. 56, 5 (2014).
21. Hirsch-Kreinsen, H., Ittermann, P., Niehaus, J.: Digitalisierung industrieller Arbeit - Die Vision Industrie 4.0 und ihre sozialen Herausforderungen. Nomos Verlagsgesellschaft mbH & Co. KG (2015).
22. Geisberger, E., Broy, M. eds: agendaCPS: Integrierte Forschungsagenda Cyber- Physical Systems. Springer-Verlag, Berlin Heidelberg (2012).
23. Hold, P., Erol, S., Reisinger, G., Sihn, W.: Planning and Evaluation of Digital Assistance Systems. Procedia Manufacturing. 9, 143–150 (2017).
24. Volk, M., Jamous, N.: IT-Landscape Management in the Higher Educational Institutions. In: 2018 Sixth International Conference on Enterprise Systems (ES). pp. 211–216 (2018).
25. SIDDATA – Verbundprojekt zur Studienindividualisierung durch digitale, datengestützte Assistenten,, last accessed 2019/03/08.
26. Gumhold, M.: SASy - Ein Studienassistenzsystem an der Universität Ulm. Universitätsverlag Ulm, Ulm (2003).
27. Lai, K.-W.: Digital technology and the culture of teaching and learning in higher education. Australasian Journal of Educational Technology. 27, (2011).
28. Prensky, M.: Digital Natives, Digital Immigrants. On the Horizon. 9, 1–6 (2001).
29. Balasubramanian, K., Clarke-Okah, W., Daniel, J., Ferreira, F., Kanwar, A., Kwan, A., Lesperance, J., Mallet, J., Umar, A., West, P.: ICTs for higher education. (2009).
30. Vogelsang, K., Greiff, P., Tenspolde, C., Hoppe, U.: Agile by technique – The role of technology enhanced learning in higher education. Beiträge zur Hochschulforschung. 41, 28–46 (2019).
31. Lemke, G.: The Software Development Life Cycle and Its Application. Senior Honors Theses. (2018).
32. Sarker, S., Xiao, X., Beaulieu, T.: Qualitative studies in information systems: a critical review and some guiding principles. Management Information Systems Quarterly. 37, iii–xviii (2013).
33. Mayring, P.: Qualitative content analysis: theoretical foundation, basic procedures and software solution. SSOAR, Klagenfurt (2014).
34. Loeckx, J.: Blurring Boundaries in Education: Context and Impact of MOOCs. The International Review of Research in Open and Distributed Learning. 17, (2016).


Beitrag herunterladen