# Developing an Institutional AI Digital Assistant in an Age of Industry 5.0
## 4 Results
### RQ2 Design Features of i-AIDA That Encourage Engagement
#### 4.2.7 Additional Insights: Support, Autonomy, Evaluation, and Learning Outcomes  
Although less frequently mentioned than other themes, participants offered insightful reflections on support, autonomy, assessment, and learning outcomes. The theme of Support & Guidance was reflected in participants' appreciation for i-AIDA's practical assistance with referencing and study management. One participant found the source feature \"very, very helpful\", explaining, \"if there was a specific source referenced, I'd like to see that here so I could click on it [...] and it can show me what the source is and where it is in the source\" (ID1). Another described it as \"useful\" because \"sometimes in the course, you always have to quote where something came from\" (ID2), and i-AIDA helped locate that material. Support was also linked to efficiency, with one participant noting, \"I thought these programs would help me stop me making or spending so much time writing notes [...] just click on and go\" (ID17). These features were seen as helping students navigate and manage study tasks more effectively.  
The theme of Autonomy & Control emerged through participants' appreciation for being able to personalize their interaction with i-AIDA. This included control over interface elements and visibility of features. One participant noted that \"enable quiz, enable activities gives you tabs\", allowing users to \"just show and hide tabs\", which was seen as useful for tailoring the experience (ID16). Additionally, they explained they could \"take off the tutorial\", and expected some items, like repeated videos, to \"automatically hide\" once viewed (ID16). Aesthetic customization was also valued. One participant expressed a preference for the dark theme, describing it as less glaring for night-time study and \"less of a corporate\" look (ID14). Similarly, another commented that changing the tool's colours was \"very useful\", affirming that \"we can turn off and turn on these things\" (ID12) to suit individual needs.  
In relation to Assessment & Evaluation, participants expressed a desire for more detailed and formative feedback. While the quizzes were seen as useful for reinforcing learning, some wanted clearer insight into their performance. One participant noted, \"maybe like if you do a try again, you might want some kind of points on it or you might want it to say these are the questions you got wrong [...] a bit more feedback would be\" (ID16). Another expected \"a more refined analysis of my flaws\" if the quiz was AI-supported (ID6). These responses reflect a preference for formative feedback that supports progress, rather than simply indicating correct or incorrect answers.  
The theme of Learning Effectiveness emerged in participants' reflections on how i-AIDA supported their understanding and learning progress. One participant noted that \"the quiz is helping to work out what I know and what I don't know. That makes sense\" (ID2), while another felt that doing well reinforced confidence: \"it sort of reinforces that you've taken things in [...] if you do well, you then feel more confident\" (ID7).  
These findings provided a deeper understanding of how students interact with i-AIDA in real learning scenarios, highlighting both its strengths and areas for improvement. Beyond usability and design considerations, student engagement with i-AIDA also revealed patterns in the types of queries they posed to the system. To further explore how students utilized i-AIDA, a prompt analysis was conducted to examine the nature and focus of learner interactions. The following section presents the results of this analysis, offering insights into students' primary concerns, learning strategies, and the broader role of AI assistance in their academic experience.