Ciptro Handrianto, Elise Muryanti, Randi Proska Sandra, Ary Kiswanto Kenedy, Shahid Rasool
This study investigated the development, effectiveness, and user perceptions of a Smart Learning System (SLS) integrating interactive flipbooks, artificial intelligence (AI) tutoring modules, and augmented reality simulations for life skills education in Indonesian community learning centers. Employing a mixed-methods approach, the research utilized the ADDIE (Analysis, Design, Development, Implementation, Evaluation) framework integrated with TACK (Technology, Andragogy, Content, Knowledge) principles for systematic development, followed by assessment of learning outcomes among ninety-seven adult participants and qualitative exploration of user experiences through interviews with learners, educators, and community leaders. Results demonstrated substantial improvements in all competency domains, with overall life skills competency increasing from 50.4 to 76.0 (effect size d = 2.51), accompanied by high user satisfaction ratings for system usability (M = 79.1), perceived relevance (M = 4.4–4.6), and effectiveness (M = 4.2–4.6). Qualitative findings revealed meaningful transfer of learned skills to real-world applications, peer teaching emergence, and successful cultural adaptation of content. Aligned with Sustainable Development Goal 4 (Quality Education), which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, this study contributes to educational technology literature by demonstrating the effectiveness of integrated smart learning approaches in nonformal adult education contexts. Implications include the need for participatory design approaches in educational technology development and systematic integration of multiple technologies within coherent pedagogical frameworks for sustainable adult learning enhancement. © 2025 Common Ground Research Networks. All rights reserved.
Department of Nonformal Education, Universitas Negeri Padang, Padang, Indonesia; Department of Early Childhood Teacher Education, Universitas Negeri Padang, Padang, Indonesia; Informatics Study Program, Universitas Negeri Padang, Padang, Indonesia; Department of Primary School Teacher Education, Universitas Samudra, Langsa, Indonesia; College of Education, Florida Gulf Coast University, Florida, United States
