The learning tool "ArgueLearn - Adaptive Learning of Argumentation Skills based on Artificial Intelligence" was developed with project team members Prof. Matthias Söllner (Head of the Department of Information Systems and Systems Development at the University of Kassel), Thiemo Wambsganss and Christina Niklaus (University of St. Gallen). It offers individual writing support for students to improve their argumentation techniques and is based on machine learning and natural language processing techniques.

This is because skills and competencies that go beyond the mere reproduction of knowledge are becoming increasingly important. This includes, in particular, the ability to argue logically and in a structured manner. However, lecturers are limited in terms of both location and time to provide students with continuous individual feedback on their texts. This makes a continuous learning process more difficult. This is where "ArgueLearn" can help. The use of artificial intelligence makes it possible to provide students with individual formative argumentation feedback regardless of the time and place of the teacher. In this way, the students' ability to engage in logical and structured argumentation is promoted at scale. Students can access "ArgueLearn" web-based on various end devices. It is simple and intuitive to use and enables students with different learning levels to receive different levels of argumentation feedback.

"The interplay of the latest findings and algorithms of artificial intelligence paired with a user-centered design describes the level of innovation of the winner of this year's delina award in the university category", with these words the announcement of the winner was introduced on June 23, 2021 of the renowned award for digital education delina at the LEARNTEC 21 trade fair. The project "ArgueLearn" by Prof. Leimeister and Prof. Handschuh was able to convince the expert jury of 22 experts from science and practice of over 120 submissions. "ArgueLearn" was financed by the Grundlagen Forschung Fond (GFF) of the University of St. Gallen and supported by a mini-research grant from the Behavioral Lab of the University of St. Gallen.