Integrating Artificial Intelligence in Formative Assessment: Connecting Student Engagement, Learning Styles, and Learning Outcomes

Heny Pratiwi; Muhammad Ibnu Sa'ad; Nurul Hikmah; Anggra Prima

doi:10.56741/IISTR.jpes.001513

Authors

Heny Pratiwi
henypratiwi@wicida.ac.id
STMIK Widya Cipta Dharma https://orcid.org/0000-0003-3785-5398
Muhammad Ibnu Sa'ad STMIK Widya Cipta Dharma https://orcid.org/0000-0002-2651-9797
Nurul Hikmah Widya Gama Mahakam University
Anggra Prima Sekolah Tinggi Agama Islam Sangatta https://orcid.org/0000-0002-6777-2190

Keywords:

Artificial Intelligence, Formative assessment, Engagement, Learning Styles, Higher Education

Abstract

Formative assessment plays an important role in providing continuous feedback that supports the student learning process. However, formative assessment practices in higher education often remain static and insufficiently responsive to individual learner differences. This study examines the integration of artificial intelligence (AI) into formative assessment by exploring patterns of student engagement, learning styles, and academic achievement within a data-informed learning environment. The findings indicate that student engagement is closely associated with academic performance and dropout risk, suggesting its potential function as an early indicator of academic vulnerability. Differences in learning styles are also reflected in formative performance, highlighting the importance of personalized instructional support. These results illustrate how AI-supported analysis can enhance formative assessment by enabling timely feedback, adaptive learning support, and the early identification of students at risk. Beyond confirming established relationships, this study emphasizes the conceptual role of artificial intelligence in reshaping formative assessment practices. AI is positioned as a formative assessment mediator that integrates learning analytics to support personalization, predictive insight, and adaptive feedback. This conceptualization contributes to formative assessment theory by demonstrating how data-driven intelligence can operationalize continuous, student-centered assessment in higher education. Rather than functioning merely as an analytical tool, artificial intelligence is shown to fundamentally reshape formative assessment by enabling continuous, predictive, and adaptive feedback mechanisms that are not achievable through conventional assessment approaches.

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Author Biographies

Heny Pratiwi, STMIK Widya Cipta Dharma

is a lecturer in the Information Systems Study Program at STMIK Widya Cipta Dharma. Her research interests focus on Intelligent Systems and their applications in education. She earned her Doctoral degree in Educational Management from Universitas Negeri Jakarta, strengthening her interdisciplinary expertise in technology and educational leadership. She actively engages in research integrating artificial intelligence into learning environments. (email: henypratiwi@wicida.ac.id).

Muhammad Ibnu Sa'ad, STMIK Widya Cipta Dharma

is a lecturer in the Informatics Engineering Study Program at STMIK Widya Cipta Dharma, Samarinda, Indonesia. His research areas include Machine Learning, Deep Learning, Explainable Artificial Intelligence, and web-based programming. He is currently pursuing his Doctoral studies at the Faculty of Computer Science, Brawijaya University, focusing on advanced AI methodologies and their practical implementation. (email: saad@wicida.ac.id).

Nurul Hikmah, Widya Gama Mahakam University

is a lecturer in the Elementary School Teacher Education Study Program at Widya Gama Mahakam University, Samarinda, Indonesia. Her research primarily focuses on educational studies and instructional development. She completed her Doctoral degree in Educational Management at Mulawarman University, contributing to leadership and quality improvement in education. (email: nuruluwgm@gmail.com).

Anggra Prima, Sekolah Tinggi Agama Islam Sangatta

is a lecturer in the Madrasah Ibtidaiyah Teacher Education Study Program and serves as Head of the Quality Assurance Institute at STAI Sangatta, Indonesia. His research interests lie in education and institutional quality development. He is currently pursuing a Doctoral degree in Educational Management at the Faculty of Teacher Training and Education, Mulawarman University. (email: primaanggra@gmail.com).

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