DESIGN OF A DIGITAL ASSISTANT WITHIN THE OPEN UNIVERSITY ECOSYSTEM

Abstract

The implementation of artificial intelligence technologies is one of the key factors in shaping an adaptive and secure digital ecosystem for the university, which underscores the importance of designing a digital assistant as a component of this ecosystem. As part of this study, an analysis was conducted of Ukrainian and international experience in implementing artificial intelligence technologies within educational ecosystems. The key stages of designing a digital assistant were identified, specifically analysis, modeling, creation, implementation, and evaluation, which ensures a systematic approach to integrating AI-based solutions while accounting for the dynamics of technological change and modern security requirements for the digital ecosystem. The development of the digital assistant as a component of the open university ecosystem was implemented in stages, taking into account interrelated technological, informational, and security aspects. The implementation of artificial intelligence technologies is one of the key factors in shaping an adaptive and secure digital ecosystem for the university, which underscores the importance of designing a digital assistant as a component of this ecosystem. As part of this study, an analysis was conducted of Ukrainian and international experience in implementing artificial intelligence technologies within educational ecosystems. The key stages of designing a digital assistant were identified, specifically analysis, modeling, creation, implementation, and evaluation, which ensures a systematic approach to integrating AI-based solutions while accounting for the dynamics of technological change and modern security requirements for the digital ecosystem. The development of the digital assistant as a component of the open university ecosystem was implemented in stages, taking into account interrelated technological, informational, and security aspects. The paper presents the process of developing a beta version of the digital assistant, whose knowledge base is formed on the basis of structured instructional, methodological, and video materials regarding the use of the university’s digital services and e-learning courses. The effectiveness of the digital assistant was evaluated using an adapted technology acceptance model, interpreted through the analysis of user behavioral data, which allowed for the assessment of the model’s key components—perceived usefulness and perceived ease of use. The results of the pilot implementation demonstrated the effectiveness and practical relevance of the digital assistant, its ability to provide informational and organizational support to participants in the educational process, optimize navigation of the university’s digital resources, and enhance the effectiveness of working with online courses.