Abstract
Advances in generative artificial intelligence (AI) are transforming possibilities across industries, including instructional design. Tools like ChatGPT can draft objectives, assessments, and content rapidly. This mixed-methods study surveyed 144 instructional designers on current adoption, tasks, benefits, and concerns regarding generative AI integration. Analysis revealed widespread mainstream usage with 83% leveraging ChatGPT. Accelerating efficiency ranked as the top benefit, with 67% achieving moderate-to-significant time savings that allow more strategic work. Additional gains centered on accelerated content drafting, feedback, and ideation. However, key challenges included verifying accuracy, addressing ethical risks, formulating effective prompts, and lacking personalization. While meaningful automation freed up instructional designer capacity, truly customized innovation still requires human oversight. Guidelines must shape practical, responsible applications. Though comfort levels remain polarized and generative AI capabilities are immature, participants reported that generative AI brings notable workflow improvements. Though not a solution to all course development challenges, AI may help focus instructional design talent on more creative and complex design opportunities.
Author Information
Laura McNeill, University of Alabama, United States
Paper Information
Conference: IICE2024
Stream: Design
This paper is part of the IICE2024 Conference Proceedings (View)
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To cite this article:
McNeill L. (2024) Automation or Innovation? A Generative AI and Instructional Design Snapshot ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2024 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2024.17
To link to this article: https://doi.org/10.22492/issn.2189-1036.2024.17
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