That is the idea behind ACA-bot, short for Automated Conversational Assessment, developed at Maastricht University (UM) by Aki Härmä, Assistant Professor at the Department of Advanced Computing Sciences, in collaboration with Julie Bauer, a student in his course. As Aki explains: “It’s a system that interviews students, gives them feedback, and helps them reflect on what they still need to learn.” 

That is exactly what makes the tool so interesting. ACA-bot is not just another practice quiz dressed up in new technology. It is designed as a conversation. Students respond to questions, explain their reasoning, answer follow-up prompts, and receive feedback that helps them see both what they understand and where they still need to grow. 

The first prototype focuses on statistics, a subject taught across faculties and, for many students, one that can feel more intimidating than inspiring. By turning assessment practice into dialogue, ACA-bot gives students a chance to prepare in a way that is active, reflective, and a little closer to real thinking under pressure. 

A student and a teacher, building together 

It is also a strong example of open education in practice. ACA-bot was developed through close collaboration between a teacher and a student, showing how students can be actively involved not only in using learning materials, but also in creating them. In that sense, the project goes beyond building a useful app. It reflects a more participatory approach to education, where learning can also include shaping the tools that support it. 

For now, that is exactly where the tool sits: as preparation for assessment, not assessment itself. Using it as part of formal assessment would be a later step, and one that would require further alignment with the EU AI Act and related requirements. At this stage, ACA-bot is best understood as a learning tool that helps students build confidence, practise explaining concepts, and recognise where they need more work before the real exam begins. 

It also offers something valuable for teachers. The app allows them to review how students interact with the bot, spot recurring challenge points, and gain better insight into the learning process. That, in turn, creates room for more meaningful support and better conversations with students where it matters most. 

Open, shareable, and built to grow 

Supported by the Maastricht University Library’s OpenUP grant, ACA-bot has been developed as an Open Educational Resource. That matters because it opens up possibilities beyond one course or one classroom. Others can learn from it, adapt it, and build on it in their own educational context. 

In that sense, ACA-bot is not only a useful tool. It is also a glimpse of what open educational practice can look like at its best: collaborative, practical, and built to grow. Not a machine replacing the teacher, and not a shortcut around learning, but a smart and shareable way to make learning more interactive, more reflective, and just a little more human.

Questions? 

Are you interested in ACA-bot, Open Educational Resources, or the OpenUP grant? Get in touch with the Open Science in Education team, please feel free to contact them using the form below. 

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