Open knowledge interface: a digital assistant to support students in writing academic assignments
Abstract
In the course of their studies, the majority of students at German universities have to write a certain number of academic assignments as an essential part of the academic training in any degree program. This work presents some initial results of our research into the design, implementation and conceptual usage of OKI (Open Knowledge Interface) – a digital assistant intended to support students in writing academic assignments. The core aspects of assistance include project management, context-sensitive help in applying scientific methods and search in open access literature. OKI is a conversational chatbot running inside Telegram-Messenger and allowing an efficient mobile usage, and thus a flexible way of organizing users’ own time and workload. The Open Knowledge Interface project is funded by the German Federal Ministry of Education and Research within the Open Access Guideline, and runs from May 2018 to October 2019. This paper therefore is an attempt to describe some initial conceptual thoughts as well as preliminary results including first user experiences and a brief outlook on future work.
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In the General context, a recurrent theme in planning and translating support was the provision of interfaces that enabled rapid iteration and organization of idea and text generations.
“A recurrent theme in planning and translating support in this context was the provision of interfaces that enabled rapid iteration and organization of idea and text generations [79,104,123].”
From Co-Writing with AI, on Human Terms: Aligning Research with User Demands Across the Writing Process (2025) · cites this paper as [104]
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Yusuf, H., Money, A., & Daylamani-Zad, D. (2025) · Educational technology research and development · doi:10.1007/s11423-025-10447-4 · Cited by 112 · see citing works
Co-Writing with AI, on Human Terms: Aligning Research with User Demands Across the Writing Process
Reza, M., Thomas-Mitchell, J., Dushniku, P., Laundry, N., Williams, J. J., & Kuzminykh, A. (2025) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3757566 · Cited by 37 · see citing works
“Support for planning processes are typically intended to help users connect and structure their own ideas to accomplish complex tasks [102, 125].”
A Design Space for Writing Support Tools Using a Cognitive Process Model of Writing
Gero, K., Calderwood, A., Li, C., & Chilton, L. (2022) · Proceedings of the First Workshop on Intelligent and Interactive Writing Assistants (In2Writing 2022) · doi:10.18653/v1/2022.in2writing-1.2 · Cited by 25 · see citing works
CoachGPT: A Scaffolding-based Academic Writing Assistant
Chen, F., Veng, S., Wilson, J., Li, X., & Fang, H. (2025) · Proceedings of the 48th International ACM SIGIR Conference on Research and Development in Information Retrieval · doi:10.1145/3726302.3730143 · Cited by 6 · see citing works
- Authors
- Resch, O., & Yankova, A.
- Affiliations
- Berlin School of Economics and Law (DE)
- Venue
- Proceedings of the 1st ACM SIGSOFT International Workshop on Education through Advanced Software Engineering and Artificial Intelligence
- Publisher
- ACM
- Published
- 2019-08-26
- Pages
- 13-16
- OpenAlex
- W2967422827
- Cited by
- 26
- References
- 0
- Citations by year
- 2025: 4 · 2024: 18 · 2023: 2 · 2022: 1 · 2020: 1
- FWCI
- 0.40
- Type
- conference paper
- Language
- en
- Open access
- closed
- Funders
- Bundesministerium für Bildung und Forschung (16OA005)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
- Keywords
- virtual assistants, academic writing support, chatbots, telegrams, project management, mobile learning, student workload, user experience
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