Since the launch of ChatGPT, generative artificial intelligence (GenAI) has been widely used in various sectors, including higher education. Researchers have reported that strategic use of GenAI in building course syllabi can be time and cost-efficient (Madunic & Sovulj, 2024) and make the traditional instructional design (ID) process effective (Ch’ng, 2023). However, little is known about the perception and application of GenAI in ID practices in higher education institutions.
This study focuses on exploring instructional designers’ perceptions of and use of GenAI in their professional practice in a comparative manner through an exploratory multiple-case study (Yin, 2014). We conducted online semi-structured interviews with three professionals in the higher education sector. The interview questions included their perceptions, attitudes, use of GenAI in overall ID phases, and institutional support or restrictions. The participants showed various reactions toward GenAI (i.e., positive, negative, and mixed). One reported concern arose from the possibility of GenAI replacing their positions and threatening the field, while two highlighted more advantages and impacts of GenAI in their ID work. They also shared various examples of applying GenAI to ID tasks, such as note-taking, brainstorming, course activity and materials idea generation, quality enhancement, assessment items and rubric development, and resource selection suggestions. They found GenAI helpful but also reported limitations due to reliability and accuracy issues and a lack of creativity or human nuance.
Gaining insights into instructional designers’ perceptions and use of AI in their professional practice can help future researchers and practitioners discover the status quo and make evidence-informed improvements. We also hope the audience in the same job position or sector gets insights into adopting GenAI in their ID tasks.
Jaesung Hur