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Lernende in der Weiterbildung stehen jedoch vor der Herausforderung, Beruf und Studium zu vereinen sowie Lernmotivation und Zeitmanagement effektiv zu bew\u00e4ltigen. Virtual Learning Companions (VLCs) sind KI-gest\u00fctzte Chatbots, die Lernende bei motivationalen Herausforderungen und der \u00dcbung von Lerninhalten unterst\u00fctzen k\u00f6nnen. Die bestehende Literatur zu Chatbots enth\u00e4lt nur wenige Studien, die VLCs evaluieren und Variablen wie Lernmotivation, Technologieakzeptanz sowie Unterschiede in der Wahrnehmung zwischen verschiedenen Studienmodellen ber\u00fccksichtigen. Diese Studie untersucht die Entwicklung und Bewertung eines VLC-Prototyps, der auf aktuellen Gestaltungsprinzipien und technischen Fortschritten, einschlie\u00dflich GPT\u20114 als Large Language Model, basiert. Die Kernfunktionalit\u00e4ten umfassen individuelle Anpassbarkeit, proaktive Kommunikation, Beziehungsf\u00f6rderung, inhaltliche Unterst\u00fctzung und motivationsf\u00f6rdernde Elemente. Der Prototyp wurde mit 72\u00a0Studierenden aus drei Bildungseinrichtungen evaluiert. Die Ergebnisse zeigen, dass der VLC das Potenzial hat, Lernmotivation und Zeitmanagement zu verbessern. Zudem heben sie die Vorteile niedrigschwelligen Lernens sowie sozialer Gestaltungselemente hervor. Sie betonen jedoch auch die Notwendigkeit, soziale und funktionale Elemente geschickt zu kombinieren, um nachhaltige Erfolge zu erzielen. Der Artikel leistet einen theoretischen Beitrag zur Chatbot-Forschung durch die Evaluation des VLC-Ansatzes, insbesondere zum Forschungsstrom menschen\u00e4hnlicher Gestaltungselemente. Er bietet zudem praktische Handlungsempfehlungen f\u00fcr Lehrende und adressiert Herausforderungen wie das h\u00e4ufige Scheitern von Chatbot-Projekten im Bildungssektor. Der Ausblick betont die Bedeutung inhaltlicher Erweiterbarkeit und effektiver Zielverfolgung. Insgesamt unterstreicht die Studie die Relevanz von Chatbots als p\u00e4dagogische Agenten und liefert wertvolle Erkenntnisse f\u00fcr die Gestaltung zuk\u00fcnftiger Lernbegleiter.<\/jats:p>","DOI":"10.1365\/s40702-025-01159-7","type":"journal-article","created":{"date-parts":[[2025,3,17]],"date-time":"2025-03-17T04:54:46Z","timestamp":1742187286000},"page":"1246-1259","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Design und Evaluation eines Virtual Learning Companions","Design and Evaluation of a\u00a0Virtual Learning Companion"],"prefix":"10.1365","volume":"62","author":[{"given":"Heidi","family":"Rinn","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9074-5385","authenticated-orcid":false,"given":"Bijan","family":"Khosrawi-Rad","sequence":"additional","affiliation":[]},{"given":"Patrick","family":"Hiske","sequence":"additional","affiliation":[]},{"given":"Susanne","family":"Robra-Bissantz","sequence":"additional","affiliation":[]},{"given":"Daniel","family":"Markgraf","sequence":"additional","affiliation":[]}],"member":"93","published-online":{"date-parts":[[2025,3,17]]},"reference":[{"key":"1159_CR1","doi-asserted-by":"publisher","first-page":"325","DOI":"10.1111\/ejed.12433","volume":"56","author":"A Behr","year":"2021","unstructured":"Behr\u00a0A, Giese\u00a0M, Teguim Kamdjou\u00a0HD, Theune\u00a0K (2021) Motives for dropping out from higher education\u2014An analysis of bachelor\u2019s degree students in Germany. 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