Title: Exploring the impact of explicit learning goals as a digital boundary object intervention in higher education

Authors: Angela Fessl; Katharina Maitz; Sebastian Maximilian Dennerlein; Viktoria Pammer-Schindler

Addresses: Know Center Research GmbH, Sandgasse 34/2, 8010 Graz, Austria; Institute of Interactive Systems and Data Science, Graz University of Technology, Sandgasse 36/3, 8010 Graz, Austria ' Private University College of Teacher Education Augustinum, Lange Gasse 2, OG3, 8010 Graz, Austria ' IT:U Interdisciplinary Transformation University Austria, Altenberger Straße 66c, Science Park 4, 4040 Linz, Austria ' Institute of Interactive Systems and Data Science, Graz University of Technology, Sandgasse 36/3, 8010 Graz, Austria; Know Center Research GmbH, Graz, Austria

Abstract: Communicating clear learning goals are good practice in formal education. However, instructors often formulate vague and inconsistent goals, making it difficult for university students to use them as guidance for a lecture. This paper presents a method for systematically developing learning goals and a small web-app that displays these goals in a learning management system. We conceptualise the method, the learning goals, and the app as one connected digital boundary object. We evaluate this approach in four bachelor lectures at a technical university, each involving 150 to 500 students. Lecturers found the method easy to use and helpful for structuring content, while students appreciated the clear overview of the course content and the exam requirements. This study demonstrates how best practices based on theory can be implemented in digital learning environments. The 'digital boundary object' can contribute to establishing a shared understanding across two social worlds, and to make knowledge boundaries permeable.

Keywords: learning goals; learning goal method; self-regulated learning; learning goal app; boundary objects.

DOI: 10.1504/IJTEL.2026.152751

International Journal of Technology Enhanced Learning, 2026 Vol.18 No.2, pp.189 - 209

Received: 29 Oct 2024
Accepted: 28 Nov 2024
Published online: 09 Apr 2026 *

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