World's Largest Analysis of the Use of AI-Based Learning Assistants Shows: AI-Supported Learning Has Become Part of Everyday Student Life

Erfurt, 31 July 2026 – How do students actually use AI learning assistants? A new research paper by IU International University of Applied Sciences provides the first robust answers to this question. For the study "Using AI-based Learning Assistants in Higher Education: A Large-Scale Descriptive Analysis", the research team led by Prof. Dr.-Ing. Kristina Schaaff, Dr Valerie Hekkel and Quintus Stierstorfer analysed anonymised usage data from approximately 77,000 IU online students who were using the Learning Companion Syntea at the time of the study. This makes it the world's largest empirical analysis to date of the actual use of a dedicated AI learning assistant in a higher education context. Syntea is currently available to more than 80,000 online students at IU International University of Applied Sciences as well as around 5,000 learners at IU Academy.

Unlike previous research, which has largely been based on surveys and self-reported data, this study examined students' actual usage behaviour.

"Previous research on AI learning assistants has relied primarily on relatively small-scale surveys. Our study is the first to demonstrate, how students actually use an AI learning companion such as Syntea, based on real usage data. In doing so, we provide a robust empirical foundation for the further development of AI-supported learning assistants while also making an important research contribution to the use of AI in higher education," explains lead author Prof. Dr.-Ing. Kristina Schaaff, Professor of Digital Transformation with a focus on AI at IU International University of Applied Sciences.

Analysis shows: AI usage follows students' study patterns

Among other findings, the analysis revealed the following:

• Syntea is widely used: Around 58 per cent of the students included in the study used Syntea during the observation period.
• The use of Syntea reflects students' different study and life circumstances: Whilst most interactions take place during weekday daytime hours, part-time students are more likely to use the AI learning companion outside regular working hours, particularly in the evenings and at weekends.
• Students across all age groups use the AI learning companion: Around 64 per cent of Generation Z students (born 1997–2012) use Syntea, compared with around 50 per cent of Generation X students (1965–1980) and 38 per cent of Baby Boomers (1946–1964).
• Women use Syntea slightly more frequently than men (59 per cent compared with 55 per cent).
• Syntea is used particularly intensively in the subject areas of Psychology & Education and Marketing & Communication.

The findings show that AI-supported learning does not take place in isolation from students' everyday study experience, but rather reflects their individual life circumstances. Part-time students, for example, tend to use Syntea more frequently in the evenings and at weekends, whilst full-time students predominantly use the AI learning companion during weekday daytime hours.

"The findings clearly demonstrate that AI-supported learning has become part of everyday student life at IU. Particularly interesting is the fact that some of the results contradict our original assumptions – for example, the high level of usage among older students. Insights like these can only be gained through the analysis of real usage data and help us to further develop Syntea in a targeted way," says Quintus Stierstorfer, Senior Director AI Product, inventor of Syntea and co-author of the study.

Findings feed directly into the further development of Syntea

For IU, study findings such as these also provide a concrete mandate for further development. Syntea is continuously refined on the basis of scientific evidence, real-world usage data and student feedback.

In the future, Syntea – which has recently evolved from an AI assistant into a Learning Companion – will be enhanced with multimodal capabilities, particularly for visually oriented degree programmes, enabling it to support students in an even more personalised way. In addition to taking account of students' different life circumstances, Syntea will increasingly offer personalised learning dialogues tailored to individual career goals and interests, thereby strengthening the practical relevance of higher education. Accompanying research¹ shows that this approach can increase both student satisfaction and engagement.

About the study

The study Using AI-based Learning Assistants in Higher Education: A Large-Scale Descriptive Analysis was presented at the AIET 2026 (Artificial Intelligence in Education Technologies) conference, held from 29 to 31 July 2026 in Zagreb, Croatia (https://www.aiet.org/).

The authors are Prof. Dr.-Ing. Kristina Schaaff, Dr Valerie Hekkel and Quintus Stierstorfer from IU International University of Applied Sciences. The study is based on anonymised log data from more than 77,000 distance-learning students (cleaned dataset: 76,000) who were enrolled in Bachelor's or Master's degree programmes at IU in February 2025.

The full study is available free of charge via arXiv:
https://arxiv.org/pdf/2607.08748

The study will also be published by Springer Professional.

About Syntea

Syntea is the AI-powered Learning Companion of IU International University of Applied Sciences. It accompanies students throughout their entire degree programme, helping them to better understand learning content, prepare for examinations and achieve their individual learning goals. The Learning Companion answers subject-related questions, explains complex concepts, supports learning organisation and provides personalised exam preparation. Through individual feedback and support tailored to personal learning goals, Syntea promotes self-directed and flexible learning. The current version is used by students on average four times longer than its predecessor and was awarded the Gold Award at the QS Reimagine Education Awards in December 2025.

Further information:
https://www.iu.de/en/syntea/

¹ Mehlan, R., Hess, C., Stierstorfer, Q., Schaaff, K. (2026). Personalized Knowledge Transfer Through Generative AI: Contextualizing Learning to Individual Career Goals. In: Schlippe, T., Cheng, E.C.K., Wang, T. (eds) Artificial Intelligence in Education Technologies: New Development and Innovative Practices. AIET 2025. Lecture Notes on Data Engineering and Communications Technologies, vol. 279. Springer, Singapore.
https://doi.org/10.1007/978-981-95-4423-3_5