Digital Teaching Assistant: Architecture, Functionality, Efficiency Research and Implementation in the Educational Process

Introduction. The study of the effectiveness of the integrated application of modern intelligent information technologies in higher professional mathematical education is an urgent problem due to the emergence of new technologies of digital assistants and generative neural networks with promising educational opportunities. The purpose of the study is to develop and test model of a digital teaching assistant, represented by modern intelligent information technologies for automating teacher functions, and to investigate the effectiveness of using a digital teaching assistant in higher professional education. Methodology. The research methodology is based on systematic and technological approaches. Based on a systematic approach, the teacherʼs functions requiring automation (job verification, adaptive learning) have been identified, and intelligent information technologies with the potential to automate these functions have been identified based on a technological approach. Content analysis was used to compare student decisions and artificial intelligence, empirical and statistical methods (experiment, observation, survey, chi-square criterion, clustering) were used during the research and to analyze its results. Results. The effectiveness of the introduction of a digital teaching assistant into the educational process has been determined: the average score of the experimental group in academic performance has increased from 3.48 to 4.0, the workload of teachers has been reduced by automating the generation and verification of tasks. It is determined that intelligent information technologies are most effective for differentiating tasks (building individual learning paths), visualizing complex concepts (algorithms, graphs). Based on experimental work, the effectiveness of using specific intelligent information technologies in teaching has been proven. Conclusions. The results of the study allowed the author to conclude that the use of components of the digital teaching assistant model provides the teacher with modern digital tools both for designing educational materials and for organizing classes. The conducted experimental work at the Faculty of Computer Technology and Applied Mathematics showed an increase in the level of student academic achievement. The key conclusion is made that the integrated use of intelligent information technologies in the digital teaching assistant model improves the quality of the educational process, but requires adaptation to the specifics of disciplines and control by the teacher.