Utilizing Generative AI for Instructional Design

Exploring Strengths, Weaknesses, Opportunities, and Threats

Datos Bibliográficos

ID12816733
AutoresGi Woong Choi (0000-0002-9631-3727, University of Cincinnati, autor de correspondencia), Soo Hyeon Kim (0000-0001-5154-8381, Indiana University Indianapolis), Daeyeoul Lee (0000-0003-1111-9691, New York University), Jewoong Moon (0000-0001-6311-3019, University of Alabama)
Año2024
Volumen68
Número4
Páginas832-844
Fecha de publicación2024-05-11
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaTechTrends (JOURNAL)
Identificadores de la revistaISSN: 8756-3894 • E-ISSN: 1559-7075
EditorialSpringer Science+Business Media (PUBLISHER • DE)
DOI10.1007/s11528-024-00967-w
OpenAlexW4396835345
IdiomaEN
Citas recibidas9
Referencias citadas29

Recently, generative AI has been at the center of disruptive innovation in various settings, including educational sectors. This article investigates ChatGPT, which is one of the most prominent generative AI in the market, to explore its usefulness and potential for instructional design. Four researchers used a set of prompts to generate a course map for an online course that is aimed to teach the topic of makerspace and conducted SWOT analysis to identify strengths, weaknesses, opportunities, and threats of using generative AI for instructional design. The findings suggest that there is promise in using ChatGPT as an efficient and effective tool for creating course maps, yet it still requires the domain knowledge and instructional design expertise to warrant quality and reliability of the tool

Educational technology · Engineering ethics · Generative grammar · Instructional design · Knowledge management · Management science · Mathematics education · Multimedia · Strengths and weaknesses · Computer Science · Engineering · Online Learning and Analytics · Psychology · Artificial Intelligence