Keeping it personal

Syntea, the AI learning buddy, is enhancing student engagement at LIBF. Dr Thorsten Fröhlich explains what is being done and why it is proving such a success with students

People love to learn – think of babies trying to work out what’s happening when they let a toy drop onto the floor. Unfortunately, though, our intrinsic motivation to wonder and to understand is not always in use. Most of us will have had the experience of slogging through a project, or some coursework, simply because it was required.

While slogging through things that don’t really engage our interest or curiosity can be necessary, it is likely to fall short of wider objectives such as real learning or enhanced productivity. That’s because people are at their most productive and effective when they are intrinsically motivated: when they are working on something that they find interesting or enjoyable. This is where you might say ‘Toughen up. Life and work are not always about what’s interesting or enjoyable’. While that’s true, good educators and employers will always try to tap into people’s intrinsic motivations, because it boosts their willingness to work hard on challenging material and to develop new ideas.

Which is where LIBF’s introduction of Syntea – the AI learning buddy developed by IU, the International University of Applied Sciences – comes in. “I love it” is a frequent response to using Syntea. Some students, who come home from a full day at work and then learn with Syntea in the evening, say “goodnight” to the avatar when they sign off. What do they like so much? People feel the questions they’re posed are pitched at the right level to stretch and expand their knowledge. When they ask questions, the explanations Syntea gives them are “satisfying”. They find Syntea easy to use and to “flow along with”. One student said: “It’s much easier to learn when talking about something than to read a lesson.”

A Socratic approach

So what is Syntea doing to engage students so closely? Syntea takes a ‘Socratic’ approach to teaching. There are four main aspects to this. First, the student is given open-ended questions that are designed to encourage them to explore ideas, challenge assumptions and think deeply about concepts, with the questions and answers personalised to their level of knowledge and their learning path. So, instead of asking “What is the capital of France?”, Syntea might ask, “Why do you think Paris became the capital of France, and how does its history influence its role today?” This encourages students to connect historical, cultural and geographical insights rather than simply recalling facts.

Second, Syntea encourages dialogue, which means the consideration of multiple perspectives. For example, when discussing climate change, Syntea could prompt: “Some people argue for immediate action, while others emphasise economic concerns. What are the strengths and weaknesses of each perspective, and where do you stand?” This stimulates critical evaluation of competing viewpoints.

Third, there is a focus on critical thinking. Students are pushed to articulate their reasoning, recognise contradictions and refine their arguments. For instance, in response to a question about renewable energy, Syntea might ask, “If wind energy is cost-effective, why do you think some regions are hesitant to adopt it widely? What other factors could be at play?” This forces students to consider economic, social and political dimensions.

Fourth, Syntea doesn’t provide direct answers. It encourages deeper reflection so that students really understand and internalise fundamental concepts. As an example, instead of answering, “The Pythagorean theorem is used to calculate the hypotenuse of a triangle”, Syntea might respond, “If you had to explain how to find the length of the longest side of a right-angled triangle to someone who has never heard of the Pythagorean theorem, how would you approach it?” This leads students to construct their understanding.

The end results of Syntea’s Socratic approach are: enthusiastic learners, much more efficient use of resources, better learning outcomes and reduced learning gaps. Research by IU has found that the average time taken by distance learners to complete a course using Syntea fell by 27% compared to baseline.

Is student trust warranted?

Students using Syntea are engaging with learning at a deep emotional level. They trust the avatar. Given how prevalent online abuse has become, are they right to do that? Yes. Syntea was designed not only to encourage trust, but to ensure that it’s warranted. It uses only ethical data practices, ensuring student privacy and transparency in data use. You can find out more about Syntea here.

Thorsten Fröhlich is a lecturer in IT Management, SME IT and Technology Programms, LIBF