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Related Experiment Video

Updated: Oct 26, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Chatbots as a Tool to Scale Mentoring Processes: Individually Supporting Self-Study in Higher Education.

Alexander Tobias Neumann1, Tamar Arndt2, Laura Köbis2

  • 1Chair for Databases and Information Systems, RWTH Aachen University, Aachen, Germany.

Frontiers in Artificial Intelligence
|August 2, 2021
PubMed
Summary

This study developed chatbots to provide scalable, personalized feedback for pre-service teachers in educational sciences. Evaluations show these digital tools can enhance learning support for a larger student population.

Keywords:
automated feedbackchatbotmentoringself-study activitiestechnology-enhanced learning

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Area of Science:

  • Educational Sciences
  • Humanities and Social Sciences
  • Digital Learning Technologies

Background:

  • Pre-service teacher training in educational sciences involves extensive reading and writing, necessitating timely, high-quality feedback.
  • Traditional one-to-one mentoring, while effective, faces scalability challenges due to limited university resources.
  • There is a need for scalable technological solutions to support student learning and feedback processes.

Purpose of the Study:

  • To investigate methods for making personal mentoring accessible to a wider student audience.
  • To explore the integration of didactic, organizational, and technical frameworks in university settings.
  • To develop and implement chatbots for supporting self-study in educational sciences.

Main Methods:

  • An interdisciplinary approach was employed to address the challenges of scaling mentoring.
  • Two chatbots were developed and implemented to assist students with seminar topics and literature.
  • The chatbots were deployed and utilized by over 700 students within a one-year period.

Main Results:

  • The developed chatbots demonstrated promising results in supporting student self-study.
  • The evaluations indicated a potential for improved availability of digital mentoring.
  • The study successfully integrated chatbots into the educational sciences curriculum.

Conclusions:

  • Chatbots offer a viable solution for scaling personalized feedback and mentoring in higher education.
  • Digital mentoring support can be effectively enhanced through the implementation of well-designed technological tools.
  • Further development and implementation of such technologies can benefit a broader range of students in educational sciences.