Abstract

The growing demand for online and hybrid education has revealed several opportunities for improvement in contemporary educational ecosystems and infrastructure. Traditional Learning Management Systems (LMS) function as content databases with limited personalization capabilities, while corporate Learning Experience Platforms (LXP) emphasize skill acquisition without supporting comprehensive academic activities. The current work proposes the Academic Experience Platform (AXP), an AI-powered system to address knowledge fragmentation, algorithmic transparency, and academic rigor through evidence-based instructional design grounded in established instructional theories. The AXP framework is supported by Cognitive Load Theory (CLT) to address the following critical needs: (1) preventing cognitive overload through intelligent content design which lowers mental overstimulation (extraneous load) while maximizing productive learning efforts (germane load), (2) applying diagnostic assessments that adapt content based on learners' existing knowledge to avoid the expertise reversal effect in which advanced learners waste time on material they've already mastered, and (3) leveraging learning analytics to create personalized pathways while maintaining transparency and learner agency. Unlike existing platforms, the AXP aims to offer pedagogical ecosystems for both instructors and learners. The AXP shall enable instructors in designing evidence-based microlearning modules, implementing diagnostic assessments, and accessing analytics that enhances instructional design. Learners get on-demand access to role-based content, custom organic recommendations, and structured progressions from lower-order to higher-order thinking skills aligned with Bloom's Taxonomy. The framework integrates competency-based education principles with mechanisms to prevent knowledge fragmentation. Learning analytics track concept coverage, identify gaps in knowledge networks, and prompt integration activities, while checkpoint assessments ensure learners progress from isolated skill acquisition to integrated competency. This research contributes theoretical foundations for AXP development and practical design guidelines for educational technology developers, institutional decision-makers, and instructional designers seeking to transform academic delivery models while maintaining rigor and supporting workforce readiness.

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