Design and Expert Validation of AI-Supported Collaborative Digital Learning Model for Introductory Multimedia Course SPADA Indonesia

Authors

Muh. Al Amin Institut Teknologi dan Bisnis Bina Adinata, Sulawesi Selatan, Indonesia
Ahmad Fatoni Dwi Putra Universitas Qamarul Huda Badaruddin, Nusa Tenggara Barat, Indonesia

DOI:

https://doi.org/10.12928/mf.v8i1.15407

Keywords:

Collaborative Learning , Multimedia Education, Design-Based Research, LMS, SPADA

Abstract

This study develops and conceptually validates an AI-Supported Collaborative Digital Learning (AI-CDL) model for an Introduction to Multimedia course delivered through the national LMS, SPADA Indonesia. Using a Design and Development Research approach aligned with early-stage Design-Based Research, the study followed four phases: (1) contextual and needs analysis of course outcomes, commonly referred to as CPL (Capaian Pembelajaran Lulusan) and CPMK (Capaian Pembelajaran Mata Kuliah), existing learning activities, and available LMS affordances; (2) conceptual model design grounded in collaborative learning theory and multimedia learning principles; (3) development of project-based collaborative scenarios and supporting artefacts (learning paths, assessment rubrics, and responsible AI-use guidelines); and (4) conceptual validation through expert review and alignment with recent evidence syntheses on AI-supported collaboration in higher education. The resulting AI-CDL model operationalizes AI support across three layers intelligent content support, AI-supported collaboration, and AI-augmented production workflows mapped to key multimedia topics and implemented through SPADA activities. Expert feedback informed iterative refinements, particularly in task orchestration, assessment transparency, and ethical safeguards. This study contributes a validated design blueprint and transferable design principles for integrating AI into collaborative multimedia learning within a national-scale LMS. Future work will empirically evaluate learning processes and outcomes through classroom implementation and learning analytics.

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Published

2026-03-11

Issue

Vol. 8 No. 1 (2026)

Section

Articles

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