## 6 Findings and Discussion  
The findings of this study reveal that the interventions performed by the virtual tutor (teacher) based on LA (H1) and the motivational actions developed (H2) contribute to the levels of learning design. Consequently, this design positively influences the learning performance of students (H4). In terms of interventions, it is identified that the teacher using the LA has a better understanding of learning design. This enables identifying and validating relevant measures of the processes, outcomes, and activities involved in learning performance [38]. In the context of the study, the motivation developed by the virtual tutor is transcendental in the learning design; this is because when using LA in virtual learning environments, it is possible to identify attitudes toward the content, attention, and commitment, extracurricular experiences, and interests that have an impact on learning performance [39]. The learning design developed by the virtual tutor that allows for meaningful and non-traditional experiences will effectively contribute to academic performance [40]. In terms of H3, where it was supposed that Communication and Feedback (CF) explain the level of learning design, the authors did not find a correlation. Instead, the results of the study also show that there is a direct relationship between the variables Communication and Feedback (CF) with the Learning Performance (LP) and the virtual tutor interventions. This finding was included in the revised model. We emphasize the direct relationship (Figure 3) between Communication and Feedback with Learning Performance where online socialization, support and feedback strategies, technical support, information sharing, content reinforcement, follow-up messages, and queries are some of the intervention and follow-up actions of virtual tutors. This agrees with [41], whose aim in the study was to examine the sequential and temporal characteristics of learning strategies and to investigate their association with communication and feedback. The results suggest a positive association between Communication and Feedback (CF) with effective Learning Performance (LP). Finally, it is important to recall (H5), stating that there is a relationship between mentoring, motivation, and communication with Learning Performance mediated by the Learning Design. In this case, the hypothesis was rejected, and it was found that Communication and Feedback (CF) directly affect Learning Performance (LP) as an important factor once there is a strong learning design. In this sense, it is possible that Motivation (MT) or Mentoring (MN) could not be perfect, but Communication and Feedback (CF) are relevant for the student's success. Currently, virtual teachers or tutors play different roles in carrying out the educational process. In the study of [24], an LA tool was used that allowed intervention actions with at-risk students and timely improvement of learning experiences, and as a result, the learning performance in students also improved. In addition, the study's explanation presented [42] examines the association between students' learning approaches and study strategies extracted from digital tracking data of students' interactions with online learning resources. Tutors can derive specific recommendations for their students in terms of strategies to follow and corrective actions to students' learning approaches [11]. The research results are consistent with previous studies that have explored the association between students' frequency of LMS use (logins, use of discussion forums, resources used, others) and learning performance; however, other factors such as motivation are also considered. The observed relationship between motivation, learning design, and learning performance may be similar to those observed in the study [43]. The results show the central role of elements linked to the levels of learning design and motivation. Motivational intervention is an intervention that provides external stimuli to learners.