Exploring How Instructional Designers Use AI: A Case Study in Graduate-Level Instructional Design Course

• In Event: AERA Roundtable Session Thursday 9:45 am - Gold 4
  In Roundtable Session: AI and Instructional Design

Abstract

This study examined how novice instructional designers engaged with ChatGPT during a 15-week graduate-level project using the RPISD model. Grounded in sociocultural learning theory and the cognitive tool perspective, it analyzed 1,199 prompts and interviews from 13 students. The most frequently used prompt types were for improvement (20.5%), initial drafting (20.1%), and question-and-answer exchanges (18.2%). The prompt usage patterns varied by stage: students asked questions and explored background knowledge during analysis; drafted and refined content in design and development; and sought analysis and structure in later stages. Students reported increased productivity, creative support, and psychological reassurance. Findings suggest that generative AI can act as a collaborative partner in instructional design, supporting both cognitive and affective dimensions of learning.

Authors

• Hyeseong Kwon, Seoul National University

• Keunjae Kim, Oklahoma State University

• Kyungwook Jeong, Seoul National University

• Cheolil Lim, Seoul National University