2025 ASEE Annual Conference & Exposition

Enhancing Academic Performance and Instructional Design Compliance through LLM-Integrated Virtual Learning Environments

Presented at Computing and Information Technology Division (CIT) Technical Session 8

Integrating Large Language Models (LLMs) within Virtual Learning Environments (VLEs) presents an opportunity for enhancing academic compliance in higher education, particularly in matching learning outcomes and established educational standards and their compliance. Research indicates that online and hybrid instructional approaches have benefited student performance, particularly in programming courses where flipped and online modalities have shown improved outcomes compared to traditional methods. This is related to the effectiveness of adaptive learning technologies in personalizing educational experiences to meet diverse student needs. Current literature shows several gaps regarding the practical applications of LLMs in enhancing educational outcomes and ensuring adherence to instructional design principles. Then, the following research question emerges: How does an LLM-based deployment enable academic performance and instructional design compliance?
This work aims to answer this question, proposing an LLM-integrated VLE system using an ad-hoc learning representation formalism to represent and analyze student interactions and assess alignment and compliance between teaching and instructional design. A custom architecture has been developed to connect the LLM to the VLE. This system enables critical indicators such as flexibility, adaptability, and compliance, helping instructors adjust course content dynamically based on student needs. The implementation follows the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) to progressively ensure an iterative process that improves the teaching and learning experience. A pilot experience was carried out in redesigning and implementing an online Introduction to Programming course. Automated verification and expert validation using ad-hoc tests were applied to evaluate the proper execution of the compliance analysis. Preliminary results show that this approach enhances the alignment of courses with regulatory standards, evidencing the corresponding teaching compliance.

Authors

Dr. Juan Felipe Calderón http://orcid.org/https://0000-0002-7248-4492 Universidad Andres Bello, Viña del Mar, Chile [biography]

Juan Felipe Calderón received the bachelor's in computer science and MSc and PhD degrees in engineering sciences from the Pontificia Universidad Católica de Chile.
He is an associate professor in the Faculty of Engineering at the Universidad Andres Bello. His research interests are learning design supported by technology, innovation in engineering education, sustainability in cloud computing, technological infrastructure.
Marco Aguilera
Martin Ignacio Gil
Prof. Maria Elena Truyol http://orcid.org/0000-0003-1153-4967 Universidad Andres Bello, Santiago, Chile [biography]

María Elena Truyol, Ph.D., is full professor and researcher of the Universidad Andrés Bello (UNAB). She graduated as a physics teacher (for middle and high school), physics (M.Sc.), and a Ph.D. in Physics at Universidad Nacional de Córdoba, Argentina. In 2013, she obtained a three-year postdoctoral position at the Universidade de Sao Paulo, Brazil. She focuses on educational research, physics education, problem solving, instructional material design, teacher training, and gender studies. She teaches undergraduate courses in environmental management, energy, and the fundamentals of industrial processes at the School of Engineering, UNAB. She currently coordinates the Educational and Academic Innovation Unit at the School of Engineering (UNAB). She is engaged in continuing teacher training in active learning methodologies at the three campuses of the School of Engineering (Concepción, Viña del Mar, and Santiago, Chile). She authored several manuscripts in the science education area, joined several research projects, participated in international conferences with oral presentations and keynote lectures, and served as a referee for journals, funding institutions, and associations.
Ing. Danilo Leal http://orcid.org/0000-0001-6651-2322 Universidad Andres Bello [biography]

PhD in Statistics, Master in industrial engineering, Master in Management (minor in Finance) and Commercial Engineer, professional experience in evaluation projects and management control focused on budget control and provides several types of reports. Assistant Professor at the Faculty of Engineering and coordinator of the financial and economic track at Andrés Bello University, in Viña del Mar. Currently Director of Industrial Civil Engineering & Industrial Engineering. Excellent interpersonal relationships with a clear focus on achieving results.
Claudia Bascur Universidad Andres Bello, Santiago, Chile [biography]

Business Administrator and MBA with specialized studies in Digital Transformation and e-Learning, she currently serves as VP Technology and Digital Education at Universidad Andrés Bello (UNAB), a role she has held since 2024. Prior to this, she led UNAB Online for nearly four years, spearheading key projects such as the implementation of Canvas and SAP. With over 15 years of experience in higher education, she played a pivotal role in launching some of the first e-learning initiatives in Chile. Her professional background also includes extensive consulting in strategy, digital marketing, and digital transformation, contributing to digital projects for organizations such as Entel, Kamal, CIC, SERNATUR, and LG. She has developed a deep expertise in brand creation and experience design, with technology at the core of her approach.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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