Designing an AI assistant to support independent learning in first -and second-year students

Introduction . The challenge of developing and utilising flexible learning systems has become especially pertinent with the advent of generative neural network models, which not only facilitate the creation of educational content but also transform traditional approaches to organising independent student work. This article explores the design of an intelligent assistant – an AI assistant – implemented as an automated learning system, whose functionalities are underpinned by AI technologies. Aim. The present study aims to identify and examine the features involved in designing an AI assistant that integrates a teacher’s expert knowledge with AI capabilities, using the example of supporting independent work in the disciplines of mathematics and information technology. Methodology and research methods . The study employed methods of educational process modelling to design scenarios and algorithms for the operation of the AI assistant. For the practical implementation of the AI assistant, methods for designing adaptive learning systems were utilised, alongside AI methods and technologies. Results and scientific novelty. The concept of an “AI assistant” is defined as an adaptive, automated learning system with feedback, realised through the application of AI technologies. Based on a model of guided learning activity, typical scenarios for student interaction with the AI assistant have been identified. A prototype of the AI assistant, comprising two components (teacher assistant and student assistant), was developed and tested. The AI assistant is founded on an adaptive learning system model that incorporates variable didactic resources, independent work scenarios, interaction algorithms for both students and teachers, and a digital footprint data analysis subsystem. Practical significance . The use of an AI assistant to support independent work among students at the School of Computer Science, University of Tyumen, has confirmed the need for comprehensive pedagogical modelling of learning systems that incorporate AI technologies, as well as the importance of involving teachers as leading experts in their design and evaluation.