EasyAsk - A Web Platform to Support Students
Main Article Content
Abstract
The COVID-19 pandemic triggered a sudden transformation in higher education, requiring institutions to rapidly adapt to distance learning to ensure the continuity of education. In this context, the need for innovative tools that provide more effective and collaborative pedagogical support emerged. This article presents EasyAsk, a digital platform developed to complement both traditional and remote learning, integrating Artificial Intelligence (AI) functionalities to personalize the learning experience. EasyAsk promotes continuous interaction between students and professors, as well as among peers, facilitating the resolution of questions and the sharing of knowledge. The platform was validated through a case study conducted at the School of Technology and Management of Lamego (ESTGL) during the 2021-2022 and 2022-2023 academic years.
The COVID-19 pandemic triggered a sudden transformation in higher education, requiring institutions to rapidly adapt to distance learning to ensure the continuity of education. In this context, the need for innovative tools that provide more effective and collaborative pedagogical support emerged. This article presents EasyAsk, a digital platform developed to complement both traditional and remote learning, integrating Artificial Intelligence (AI) functionalities to personalize the learning experience. EasyAsk promotes continuous interaction between students and professors, as well as among peers, facilitating the resolution of questions and the sharing of knowledge. The platform was validated through a case study conducted at the School of Technology and Management of Lamego (ESTGL) during the 2021-2022 and 2022-2023 academic years.
Downloads
Metrics
Article Details

This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Almazroi, A. A., & Alharbi, H. M. (2022). Digital equity in education: Challenges and opportunities. Journal of Education and e-Learning Research, 9(1), 45-60. https://doi.org/10.20448/journal.509.2022.91.45.60
Anderson, T. (2023). The role of technology in distance education. Educational Technology & Society, 26(1), 15-30. https://doi.org/10.1007/s11423-023-09976-9
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to Coronavirus pandemic. Asian Journal of Distance Education, 15(1), 1-6. https://doi.org/10.5281/zenodo.3778083
Chen, G., Liu, C., & Hao, T. (2021). AI-assisted collaboration: Opportunities and challenges for educational practice. Journal of Educational Technology Research and Development, 69(2), 415-433. https://doi.org/10.1007/s11423-020-09850-1
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2023). Gamification in distance education: A systematic review. Journal of Educational Technology & Society, 26(2), 50-65. https://doi.org/10.1007/s11423-022-10023-8
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
Dziuban, C., Moskal, P., & Hartman, J. (2022). Innovations in online learning: Best practices. Distance Education, 43(1), 89-105. https://doi.org/10.1080/01587919.2022.2036800
Gros, B., García-Peñalvo, F. J., & Escribano, S. (2021). Digital learning: A theoretical approach to educational innovation. Journal of New Approaches in Educational Research, 10(1), 1-13. https://doi.org/10.7821/naer.2021.1.656
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The impact of COVID-19 on online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Holmes, W., Bialik, M., & Fadel, C. (2021). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
Ifenthaler, D., & Yau, J. Y. K. (2022). Leveraging data analytics in distance education. Journal of Educational Technology & Society, 25(2), 45-60. https://doi.org/10.1007/s11423-022-10012-x
Kuo, Y., Chen, Y., & Chen, Y. (2022). Effective online teaching: A review of the literature. International Journal of Educational Technology in Higher Education, 19(1), 1-21. https://doi.org/10.1186/s41239-021-00302-5
Laurillard, D. (2023). The future of distance learning: New paradigms. Learning, Media and Technology, 48(1), 1-15. https://doi.org/10.1080/17439884.2023.1004756
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2020). Intelligence unleashed: An argument for AI in education. Pearson. https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/news/news-annoucements/2016/Intelligence_Unleashed_A4.pdf
McMahon, M., & Goh, S. K. (2023). Assessing student engagement in online learning. Journal of Online Learning Research, 9(1), 27-50. https://doi.org/10.1007/s11423-022-10015-9
OCDE. (2021). Trends shaping education 2021. OECD iLibrary. https://doi.org/10.1787/4aa1834d-en
Sailer, M., Hense, J., Mayr, S. K., & Mandl, H. (2021). How gamification motivates learners: A systematic review of the mechanisms. Educational Psychology Review, 33(1), 75-96. https://doi.org/10.1007/s10648-019-09494-5
Tuomi, I. (2022). AI in education: Transformation or automation? Educational Philosophy and Theory, 54(3), 213-225. https://doi.org/10.1080/00131857.2021.1951296
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, W., & Woo, H. L. (2022). Mobile learning and educational outcomes: A meta-analysis. International Journal of Mobile Learning and Organisation, 16(1), 67-90. https://doi.org/10.1504/IJMLO.2021.10034698
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education: Where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0170-8
Zhang, D., Zhou, L., Briggs, R., & Nunamaker, J. F. (2022). Distance learning in higher education: Trends and challenges. Computers & Education, 178, 104-120. https://doi.org/10.1016/j.compedu.2021.104820