Exploring instructional designers' utilization and perspectives on generative AI tools
A mixed methods study
Dados Bibliográficos
| ID | 21618432 |
|---|---|
| Autores | Tian Luo (0000-0002-8138-3722, Old Dominion University, autor correspondente), Pauline Salim Muljana (0000-0003-0668-9083, University of Tennessee at Knoxville), Xinyue Ren (0000-0002-1042-0100, Old Dominion University), Dara Young (0000-0001-7101-0175, Old Dominion University) |
| Ano | 2025 |
| Volume | 73 |
| Fascículo | 2 |
| Páginas | 741-766 |
| Data de publicação | 2025-04-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Educational Technology Research and Development (JOURNAL) |
| Identificadores do periódico | ISSN: 1042-1629 • E-ISSN: 1556-6501 |
| Editora | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11423-024-10437-y |
| OpenAlex | W4404671978 |
| Idioma | EN |
| Citações recebidas | 12 |
| Referências citadas | 63 |
The emergence of generative artificial intelligence (GenAI) has caused significant disruptions on a global scale in various workplace settings, including the field of instructional design (ID). Given the paucity of research investigating the impact of GenAI on ID work, we conducted a mixed methods study to understand instructional designers (IDs)’ perceptions and experiences of utilizing GenAI across a spectrum of ID tasks. A total of 70 IDs completed an online survey, and 13 of them participated in the semi-structured interviews. The survey results indicated IDs’ familiarity with and perceived usability of GenAI tools in performing various ID responsibilities in their specific contexts. Qualitative findings further explained that IDs often utilized GenAI tools in (1) brainstorming ideas, (2) handling low-stake tasks, (3) streamlining design process, and (4) enhancing collaborations. Participants also expressed their concerns and challenges while using GenAI in ID, including (1) quality concerns, (2) data security and privacy concerns, (3) concerns over authorship, ownership and plagiarism, amongst others. Implications and recommendations are also discussed to inform future ID practices and research
Educational technology · Generative grammar · Generative model · Human–computer interaction · Instructional design · Knowledge management · Management science · Mathematics education · Multimedia · Multimethodology · AI in Service Interactions · Artificial Intelligence in Healthcare and Education · Computer Science · Engineering · Ethics and Social Impacts of AI · Psychology · Artificial Intelligence
Analysing nontraditional students' ChatGPT interaction, engagement, self‐efficacy and performance
Value‐sensitive design in the praxis of instructional design
Assets and Threats of Generative AI in Higher Education
Between scaffolds and shifts
Evaluating the instrumental quality of LLM-generated assessment items
Instructional Designers’ Integration of Generative Artificial Intelligence into Their Professional Practice
Developing postgraduate students’ competencies in generative artificial intelligence for ethical integration into academic practices
The intersection of artificial intelligence and instructional design practice
The Creativity Paradox of Generative AI in Design Education
Assessment Types, Strategies, and Feedback in Online Higher Education Courses in the Age of Artificial Intelligence
Examining Teaching Competencies and Challenges While Integrating Artificial Intelligence in Higher Education
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Evaluating the Feasibility of ChatGPT in Healthcare
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ChatGPT Utility in Healthcare Education, Research, and Practice
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Educational Design Principles of Using AI Chatbot That Supports Self-Regulated Learning in Education
Impact of the Implementation of ChatGPT in Education
Analyzing the role of ChatGPT as a writing assistant at higher education level
GPTs are GPTs
Generative AI and the future of education
Application of generative artificial intelligence (GenAI) in language teaching and learning
Not quite eye to A.I.
Interrater reliability
ChatGPT and Generative AI
A systematic review of ChatGPT use in K‐12 education
ChatGPT is bullshit
Generative Artificial Intelligence in Education and Its Implications for Assessment
Innovation of Instructional Design and Assessment in the Age of Generative Artificial Intelligence
The Educational Affordances and Challenges of ChatGPT
Harnessing the Power of Generative AI to Support ALL Learners
Utilizing Generative AI for Instructional Design
Exploring Artificial Intelligence Tools and Their Potential Impact to Instructional Design Workflows and Organizational Systems
Can ChatGPT Pass Graduate-Level Instructional Design assignments? Potential Implications of Artificial Intelligence in Education and a Call to Action
Game-based learning considerations for instructional designers
Using thematic analysis in psychology
Designing and Conducting Mixed Methods Research
| Obras citantes distintas | 12 |
|---|---|
| Citações por ano | 12 |
| Intervalo de citações | 2025 - 2026 (2) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 10 |