AIDA on OU Ready: A final report
Maciel Tessarolo, F., Coughlan, Emily, Edwards, Chris, Ullmann, Thomas, Bektik, Duygu, Whitelock, Denise and Herodotou, Christothea 2025. AIDA on OU Ready: A final report. Open University.
Maciel Tessarolo, F., Coughlan, Emily, Edwards, Chris, Ullmann, Thomas, Bektik, Duygu, Whitelock, Denise and Herodotou, Christothea 2025. AIDA on OU Ready: A final report. Open University.
| Title | AIDA on OU Ready: A final report |
|---|---|
| Authors | Maciel Tessarolo, F., Coughlan, Emily, Edwards, Chris, Ullmann, Thomas, Bektik, Duygu, Whitelock, Denise and Herodotou, Christothea |
| Description | This report presents findings from the AIDA (Artificial Intelligence Digital Assistant) implementation within the OU Ready course, examining the potential of an institutionally designed and managed AI assistant to support students during the early stages of their studies. The project forms part of the Open University’s Academic Growth Priorities, which emphasise the development of AI capabilities for learning and assessment and the provision of a digital assistant offering 24/7 support to students. Led collaboratively by the Quality Enhancement and Innovation (QEI) team at the Institute of Educational Technology (IET), in partnership with WELS, PVC-S and KMi, the study builds on an expanding body of AIDA research exploring students’ expectations, engagement and learning outcomes associated with institutional AI support. Previous experimental studies indicate that access to AIDA is associated with higher knowledge gains, increased engagement with learning materials, and strong student demand for AI-supported study assistance. Focusing on the induction context, this study examines how AI-enabled support can assist new students as they begin their learning journey at the OU. Using a mixed-methods approach combining log-file analysis, pre- and post-surveys, and interviews, the report analyses patterns of interaction with AIDA alongside students’ reported experiences. The findings provide evidence-based insights into how generative AI can enhance student engagement and guidance during induction, while also identifying barriers that influence effective use of AI-supported learning tools in distance education. |
| Year | 2025 |
| Publisher | Open University |
| Publication dates | |
| Published | Dec 2025 |