SQL (Structured query language) is the standard language for querying relational databases, enabling the analysis of large data pools for informed decision-making. Hence, employees with excellent SQL skills are highly sought after, and furthermore, understanding SQL is the basis for learning more advanced database concepts. Many different study programs of universities consider this demand and integrated database courses into their programs. To be proficient in SQL, practising is mandatory. However, students often struggle with ensuring the correctness of SQL queries, particularly regarding content. They need feedback to understand what they did right and what needs improvement. To address this issue, we developed an AI-based web application called Feedbacksystem as part of the teaching and learning architecture to support students learning SQL. Our application provides automated feedback on their SQL submissions. The developed application not only informs students whether their solution is correct but also provides hints on how to improve it by providing explanations of what is wrong and hints on how to resolve the error.

Furthermore, collaborative work is essential in a professional context, and research demonstrates the effectiveness of collaborative learning. Therefore, we integrate such activities into the "Database Systems" module. However, fostering genuine collaboration can be difficult. Previous course experience shows that seamless implementation in teaching practice is difficult, as working on the same tasks leads to organizational and coordination complications among students. In addition, the distribution of multiple tasks often leads to students simply dividing the tasks, which turns the exercises into individual work instead of joint solution work. Therefore, an environment that encourages collaboration by providing is needed. This environment should provide students with a convenient way to work together while allowing teachers to monitor the students progress.

As part of a teaching development project, the existing Feedbacksystem was expanded to enable students to work collaboratively on SQL exercises. Students can then form self-organized groups within the SQL learning environment and create databases and work collaboratively within the group in a cross-device synchronized learning environment. This environment enables the students to work together on their tasks in real-time preventing group fragmentation. Furthermore, a Kanban board facilitates group organization and work planning by allowing students to visualising their progress and at the same time introducing the use of a typical tool that is commonly used in professional practice. In addition, learning analytics functions provide teachers with insight into the progress and group dynamic of their students group allowing them to further improve the exercises, and thereby promote more effective learning.

In this paper, we investigate students' perceptions of the collaborative learning environment and the extent to which it affects student collaboration. For this purpose, we questioned students about collaborative learning; 80% of students found it useful or very useful to be able to work together on the same database.

Keywords: ITS, Collaborative Working, Databases, SQL, Feedbacksystem.