Anang Sudigdo, Eko Suroso, Onok Yayang Pamungkas, Daru Tunggul Aji, Rochmad Novian Inderanata, Edi Jatmiko, Nani Darheni, Nailul Mukorobin
This study proposes an intelligent culturally aware mobile learning system that integrates adaptive prompt generation and user interaction analytics to support creative writing processes. Unlike conventional mobile learning applications that primarily focus on content delivery, the proposed system is designed as an adaptive digital architecture consisting of a user interface layer, a cultural knowledge module, an adaptive prompt generation engine, a feedback mechanism, and an interaction analytics component. The system transforms user-generated input, writing progression, and culturally embedded knowledge into structured prompts and iterative feedback cycles, enabling dynamic and personalized learning interactions. To address the limited system-level validation in culturally responsive mobile learning research, this study evaluates the proposed system using both deployment and performance indicators, including usability, feature-level interaction, session duration, daily active use, and implementation fidelity. A quasi-experimental deployment involving 120 users across multiple schools was conducted over eight weeks. The system demonstrated stable real-world operation, high engagement levels, and a System Usability Scale score of 84.2. Interaction analytics indicated consistent feature adoption, particularly within adaptive writing and cultural interaction modules. In addition, outcome analysis revealed significant improvements in user-generated outputs, while structural modeling showed that cultural awareness mediated the relationship between system interaction and performance. These findings position the proposed approach as an intelligent mobile learning system that operationalizes adaptive interaction, cultural knowledge integration, and analytics-based validation within a scalable digital environment. © 2026 The Author(s).
Study Program of Elementary School Teacher Education, Faculty of Teacher Training and Education, Sarjanawiyata Tamansiswa University, Indonesia; Study Program of Indonesian Language and Literature Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Purwokerto, Indonesia; Institut Seni Indonesia Yogyakarta, Indonesia; Study Program of Mechanical Engineering, Universitas Negeri Yogyakarta, Indonesia; Research Center for Language and Literature Preservation, National Research and Innovation Agency (BRIN), Indonesia; Study Program of Psychology, Faculty of Psychology, Universitas Islam Sultan Agung, Indonesia
