Students’ wishes for digital higher education: preferences in and expected added value of future learning formats [Studierendenwünsche an digitale Hochschullehre: Präferenzen für und erwarteter Mehrwert von zukünftigen Lernformaten]

Tuncer, Zeynep; Feistauer, Daniela; Schindler, Ines

Abstract

Digital learning formats have the potential to enhance higher education. Implementation of formats utilizing extended reality, gaming, and artificial intelligence in future teaching should be guided not only by technical possibilities but also by students’ preferences and evaluations. Computer science and engineering students (N = 298) reported on their preferences for 11 learning formats and the expected added value of their preferred formats. We found five groups with different preference profiles: One favoring all formats and four with more selective preferences – including groups preferring only explainer videos, game-based learning, or eye tracking and emotion recognition alongside other formats. Across all groups, explainer videos, virtual classrooms and laboratories, machine learning, chatbots as examiners, and serious games were the most popular formats. While groups differed in format preferences, they showed similar perceptions of each format’s added value, suggesting that differences reflect varying learning approaches rather than differing views on format effectiveness.