AI-Driven Adaptive Online Digital Modules for Communication Courses Using Learning Analytics and Natural Language Processing
Article Sidebar
Communication Course,
Digital Module,
Learning Analytics,
Natural Language Processing
Main Article Content
Utari Dewi
Andi Kristanto
Atan Pramana
Husni Mubarok
Rizki Fitri Rahima Uulaa
Arqoma Nurveda Carreza
Favian Avila Syahmi
Makibane Daniel Ntlhane
Abstract
Background: The rapid growth of online learning in higher education requires innovative solutions that support independent, scalable, and standardized learning experiences. Artificial Intelligence (AI), particularly Learning Analytics (LA) and Natural Language Processing (NLP), offers opportunities to enhance digital learning through adaptive content delivery, personalized learning pathways, and automated formative feedback.
Aims: This study aimed to develop and evaluate an AI-driven adaptive online digital module for Communication courses that supports personalized learning and standardized instruction across higher education institutions using Gemini.
Methods: This study employed the ADDIE development model, comprising Analysis, Design, Development, Implementation, and Evaluation. Learning Analytics was used to monitor student engagement and learning progress, while NLP analyzed students' written responses to generate automated formative feedback. The module was validated by instructional design, subject matter, and media experts, followed by individual and small-group trials. Its effectiveness was evaluated using normalized gain (N-Gain) analysis.
Results: Expert validation, individual trials, and small-group evaluations indicated that the developed module achieved a "very good" level of feasibility. The effectiveness evaluation produced a high N-Gain score (0.7), indicating a substantial improvement in student learning outcomes. The integration of Learning Analytics and NLP supported adaptive learning, timely feedback, and increased student engagement.
Conclusion: The AI-driven adaptive digital module is feasible and effective for supporting online learning in Communication courses. Integrating Learning Analytics and Natural Language Processing enables personalized instruction and data-informed learning support, making the module a promising approach for improving learning quality in higher education.
Article Details
Copyright (c) 2026 Utari Dewi, Andi Kristanto, Atan Pramana, Husni Mubarok, Rizki Fitri Rahima Uulaa, Arqoma Nurveda Carreza, Favian Avila Syahmi, Makibane Daniel Ntlhane
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Achar, N. G. C., Kanchan, H., Nirmala, & Shreekanth. (2026). An Intelligent AI-Driven Cognitive Computing Framework for Adaptive Smart Learning Environments with Personalized Learning Analytics. International Journal of Creative and Open Research in Engineering and Management I, 02(03), 1–7. https://doi.org/10.55041/ijcope.v2i3.176
Alawamleh, M., Al-twait, L. M., & Al-Saht, G. R. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies, 11(2), 380–400. https://doi.org/10.1108/AEDS-06-2020-0131
Almelhi, A. M. (2021). Effectiveness of the ADDIE Model within an E-Learning Environment in Developing Creative Writing in EFL Students. English Language Teaching, 14(2), 20–36. https://doi.org/10.5539/elt.v14n2p20
Andrew W. Cole, L. L., & Weber, N. L. (2019). Student perceptions of online active learning practices and online learning climate predict online course engagement. Interactive Learning Environments, 29(2), 1–15. https://doi.org/10.1080/10494820.2019.1619593
Atabek, O. (2020). Experienced educators ’ suggestions for solutions to the challenges to technology integration. Education and Information Technologies, 25, 5669–5685. https://doi.org/10.1007/s10639-020-10243-y
Baba, K., Faddouli, N.-E. El, & Cheimanof, N. (2024). Interactive Mobile Technologies. International Journal of Interactive Mobile Technologies, 18(4), 81–96. https://doi.org/10.3991/ijim.v18i04.46547
Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2021). Computers & Education Variability of teachers ’ technology integration in the classroom : A matter of utility. Computers & Education, 166, 104159. https://doi.org/10.1016/j.compedu.2021.104159
Barna, C. G. (2026). LEVERAGING AI IN DESIGNING A CURRICULUM FOR A PROFESSIONAL COMMUNICATION COURSE. Professional Communication and Translation Studies, 19, 3–12. https://doi.org/10.59168/APNW6978
Bond, M., Khosravi, H., Laat, M. De, Bergdahl, N., Negrea, V., Oxley, E., Pham, P., Chong, S. W., & Siemens, G. (2024). A meta systematic review of artificial intelligence in higher education : a call for increased ethics , collaboration , and rigour. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-023-00436-z
Calamlam, J. M. M. (2020). The Development of 21st-Century e-Learning Module Assessment Tool. Journal of Educational Technology Systems, 49(3), 1–21. https://doi.org/10.1177/0047239520953792
Chai, D. S., Kim, H. S., & Yoon, S. W. (2025). Generative Artificial Intelligence in Instructional System Design. Uman Resource Development Review, 24(4), 388–417. https://doi.org/10.1177/15344843251320256
Chandler, C., Breideband, T., Reitman, J. G., Chitwood, M., Bush, J. B., Leonhart, S., Foltz, P. W., Penuel, W. R., & Mello, S. K. D. (2024). Computational Modeling of Collaborative Discourse to Enable Feedback and Reflection in Middle School Classrooms. In The 14th Learning Analytics and Knowledge Conference (LAK ’24), March 18â•fi22, 2024, Kyoto, Japan (Vol. 1, Issue 1). Association for Computing Machinery. https://doi.org/10.1145/3636555.3636917
Chen, Z., Jiao, J., & Hu, K. (2021). Formative Assessment as an Online Instruction Intervention : Student Engagement, Outcomes, and Perceptions. International Journal of Distance Education Technologies, 19(1), 50–65. https://doi.org/10.4018/IJDET.20210101.oa1
Dafitri, H., K, A. H., & Siagian, S. (2026). Design and Evaluation of an Integrated Virtual Laboratory Framework with Learning Analytics for Vocational Computer Network Engineering Education. Information Technology Education Journal, 5(2), 77–90. https://doi.org/10.59562/intec.v5i2.266
Drugova, E., Zhuravleva, I., Zakharova, U., Sotnikova, V., & Yakovleva, K. (2022). Artificial Intelligence for Learning Analytics and Instructional Design Steps: An Overview of Solutions. Voprosy Obrazovaniya/ Educational Studies Moscow, 4, 107–153. https://doi.org/10.17323/1814-9545-2022-4-107-153
Emara, M., Hutchins, N. M., Grover, S., Snyder, C., & Biswas, G. (2021). Examining Student Regulation of Collaborative , Computational , Problem-Solving Processes in Open- Ended Learning Environments. Journal of Learning Analytics, 8(1), 49–74. https://doi.org/10.18608/jla.2021.7230
Gawade, M., Kumar, S., Zine, S., Sanap, V., Lokhande, S., & Luktuke, S. (2025). Personalized AI Tutor Using Language Models and Learning Analytics. International Journal for Research in Applied Science & Engineering Technology, 13(XI), 2294–2296. https://doi.org/10.22214/ijraset.2025.74185
Gligorea, I., Cioca, M., Oancea, R., Gorski, A.-T., Gorski, H., & Tudorache, P. (2023). education sciences Adaptive Learning Using Artificial Intelligence in e-Learning : A Literature Review. Education Sciences, 13(12), 1216–1216. https://doi.org/10.3390/educsci13121216
Hadyaoui, A., & Belcadhi, L. C. (2026). Scalable adaptive assessment framework for collaborative eLearning : a service ‑ oriented AI approach. Smart Learning Environments, 13(1). https://doi.org/10.1186/s40561-025-00426-w
Huriati, N., Fitriani, N., Tyas, N. K., Rofi, A., & Sari, N. (2023). The Role Of Artificial Intelligence ( AI ) In Developing English Language Learner ’ s Communication Skills. Journal on Education, 06(01), 750–757. https://doi.org/10.31004/joe.v6i1.2990
Ikhsan, Husnaini, A. N., & Lopo, F. L. (2025). The Journal of Academic Science Strategies for Implementing AI in LMS to Improve the Effectiveness and Personalization of Digital Learning. The Journal of Academic Science, 2(3), 944–953. https://doi.org/10.59613/qp3e7d30
Khaddar, A. M., Said, Y., Dehbi, A., & Chafiq, T. (2026). An Interoperable Multi-Agent Architecture for Personalized Smart Learning Using Generative AI and Learning Analytics. International Journal of Advanced Computer Science and Applications, 17(4), 488–500. https://doi.org/10.14569/IJACSA.2026.0170449
Kumar, A. S., Diljith, D., Dileepkumar, J., Navin, K. V, Samuel, P. M., & Sabeena, K. (2025). A Comprehensive Survey on AI in Learning Management System. Computer Science and Mathematics. https://doi.org/10.20944/preprints202501.0697.v1
Laylo, O. (2026). Artificial Intelligence And Digital Tools in English Language Teaching : New Opportunities for Developing Communicative Competence. Zenodo, 242–245. https://doi.org/10.5281/zenodo.19234133
Lim, E. H., Kok, H. M., Chai, T. Y., & Yong, T. F. (2026). Intelligent Learning Pathways : A Customizable LMS Framework for Modern Education. International Journal of Information and Education Technology, 16(2). https://doi.org/10.18178/ijiet.2026.16.2.2516
Mandouit, L., & Hattie, J. (2023). Revisiting “The Power of Feedback” from the perspective of the learner. Learning and Instruction, 84(6), 101718. https://doi.org/10.1016/j.learninstruc.2022.101718
Naik, M. N., B, V. K., Wafiya, S., & Sucharitha, B. S. (2025). AI-Powered Conversational Teaching: Revolutionizing Interactive Education Through Natural Language Processing. 2025 6th International Conference on IoT Based Control Networks and Intelligent Systems (ICICNIS), 1790–1796. https://doi.org/10.1109/icicnis66685.2025.11315816
Naseer, F., Nasir, M., Tahir, M., Addas, A., & Aejaz, S. M. H. (2024). Heliyon Integrating deep learning techniques for personalized learning pathways in higher education. Heliyon, 10(11), e32628. https://doi.org/10.1016/j.heliyon.2024.e32628
Ouyang, F., Wu, M., Zheng, L., Zhang, L., & Jiao, P. (2023). Integration of artificial intelligence performance prediction and learning analytics to improve student learning in online engineering course. International Journal of Educational Technology in Higher Education, 20(1), 1–23. https://doi.org/10.1186/s41239-022-00372-4
Padhy, T. P., Kumar, D. M. R., Aliwie, A. N. A., Alsailawi, H. A., & Saengkaew, W. (2025). AI-Driven Learning Management Systems: Transforming Classroom Teaching. 2025 IEEE 5th International Conference on ICT in Business Industry & Government (ICTBIG), 1–5. https://doi.org/10.1109/ictbig68706.2025.11323565
Ragab, A., Drajati, N. A., & Santosa, E. B. (2025). Improving English Oral Communication through Multimodal Learning Strategies for Secondary School Students. Lembaran Ilmu Kependidikan, 54(2), 299–307. https://doi.org/10.15294/lik.v54i2.34730
Sajja, R., Sermet, Y., Cwiertny, D., & Demir, B. (2025). Integrating AI and Learning Analytics for Data-Driven Pedagogical Decisions and Personalized Interventions in. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-025-09897-9
Sarun, H. (2026). Research design : Qualitative , Quantitative , Mixed-methods — Comprehensive review. Journal of Agriculture and Environment, 3(2), 311–314. https://doi.org/10.5281/zenodo.18765899
Silva, G., Godwin, G., & Jayanagara, O. (2024). The Impact of AI on Personalized Learning and Educational Analytics. International Transactions on Education Technology, 3(1), 36–46. https://doi.org/10.33050/itee.v3i1.669
Singh, N. T., Yadav, K., Kumar, R., Yadav, V., Bhardwaj, P., & Chaurasia, A. (2025). AI-Powered Learning Management System for Enhanced Education. 2025 6th International Conference on Intelligent Communication Technologies and Virtual Mobile Networks (ICICV), 460–464. https://doi.org/10.1109/ICICV64824.2025.11085707
Spatioti, A. G., & Kazanidis, I. (2022). A Comparative Study of the ADDIE Instructional Design Model in Distance Education. Information, 13(9), 1–20. https://doi.org/10.3390/info13090402
Thajchayapong, P., & Goel, A. K. (2025). Personalized Learning through AI-Driven Data Pipeline Personalized Learning through AI-Driven Framework A4L Architecture. Proceedings of the AAAI Symposium Series, 5(1), 111–114. https://doi.org/10.1609/aaaiss.v5i1.35572
Ussainova, G., Seitmuratov, A., & Issayeva, G. (2025). Redesigning Instructional Design with an AI-Incorporated ADDIE Model for 21st Century Education. Journal of Curriculum Studies Research, 7(2), 498–521. https://doi.org/10.46303/jcsr.2025.31
Yan, Z., & Qianjun, T. (2025). Integrating AI-generated content tools in higher education : a comparative analysis of interdisciplinary learning outcomes. Scientific Reports, 15(1), 25802–25802. https://doi.org/10.1038/s41598-025-10941-y
Zheng, L., Long, M., Chen, B., & Fan, Y. (2023). Promoting knowledge elaboration , socially shared regulation , and group performance in collaborative learning : an automated assessment and feedback approach based on knowledge graphs. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00415-4