A Virtual Companion for Lifelong Learning – Design Principles for Motivation, Social Learning, and Exam Preparation
Abstract
Lifelong vocational learning in a digital context frequently falters due to a lack of motivation, structure, time management, and attention to adult students’ work-life balance. In remote settings, students have further little contact with peers and feel disconnected. This paper answers how a Virtual Learning Companion (VLC) can be designed to address these challenges and fulfill the specific needs of vocational students. Following a Design Science Research (DSR) approach, a meta-requirement mapping process combines insights from a literature review and ten semi-structured interviews with vocational students. A focus group with experts from the field of vocational training, online learning, chatbot design, and DSR evaluated the results. As a result, five Design Principles are presented: (1) Motivational Goal Setting, (2) Context and Learner Adaptation, (3) Focus and Control, (4) Promoting Resilience, and (5) Enabling Social Interactions and Feedback. Exemplary Design Features further illustrate the VLC development.
Keywords
virtual companionship; education; design science research; virtual collaboration; Bled eConference