AI-based learning recommendations - possibilities and limitations
Authors: Kröll Martin , Burova-Keßler Kristina 
Published: June 2024

The results of the EU project "Career Intelligence", which is being funded by the EU for 2.5 years, are explained and critically reflected upon in this article. The intention of the project is to further develop the use of a learning platform "Career 4.0", which has been tested throughout Europe, to promote entrepreneurial and digital skills among young people with the help of an AI-based learning assistant (Kröll, M./Burova-Keßler, K. (2022).The starting point for the article is the following questions: To what extent can the virtual learning assistant succeed in providing personalised learning recommendations with regard to the development of entrepreneurial and digital skills? What technical and content-related requirements should be met so that the virtual learning assistant can make a contribution to recommendations that promote learning? Which factors are decisive in the development of favourable learning recommendations? How and with the help of which criteria can the quality of learning recommendations be guaranteed? The insights gained were and are used in the project to contribute to the professionalisation of young people's personal development plans and are the starting point for designing the interaction between the young people and the virtual learning assistants in a way that promotes learning.The scientific debate contains numerous references to the use of AI tools in vocational education and training and the possibility of developing learning recommendations with their help (Biel et al., 2019; Bäsler & Sasaki, 2020). These include (a) the preparation of the learning offer to promote learning objectives, (b) the recording and evaluation of learning processes and outcomes by AI, (c) the provision of personalised recommendations for the learner, (d) enabling the further development of the relevant competences and (e) increasing the probability of achieving the learning objectives. This article examines these indications and deals with the question of the extent to which these general promises can be kept. To this end, the results of a potential and resistance analysis from the perspective of the users of the learning platform are discussed.It is known from a large number of empirical studies that the intensive use of a learning platform, such as the Career 4.0 learning platform, depends to a large extent on the facilitation and promotion of interaction (Kröll & Burova-Keßler 2023). The development and establishment of a virtual learning assistant is aimed precisely at promoting the interaction of young people (mentees) in the context of the learning platform. For this to succeed, the dialogues between the learning assistant and the young person are of crucial importance. This also includes the recommendation of learning content by the virtual learning assistant. This raises the question of how the dialogues can be designed to promote interaction between the young person and the virtual learning assistant. It proves useful to involve the young people in the development of the dialogue. However, these efforts have their limits.In the EU project, workshops were held to develop learning recommendations. A central focus was on the development of criteria that are particularly relevant for the design of learning recommendations. The following aspects were emphasised as particularly important: The following aspects were emphasised as particularly important: (a) the learner's personal learning goals (b) their interests and strengths and (c) the language in which learners communicate with each other. For the further development of the personal development plan, it is crucial to first concretise which goals the learners are pursuing. In doing so, it is beneficial to refer to the theoretical approaches of goal theory (Terblanche et al., 2021).