Investigating Student Engagement and Ethical Reflection through Generative AI in Graduate Instructional Design (Stage 3, 8:50 AM)

• In Event: e-Lightning Ed-Talk Session 1 - Stage 3

Abstract

This study investigated the integration of generative artificial intelligence (GenAI) in a master’s-level instructional design course. Using an action research methodology, the study explored how GenAI impacted students’ learning experiences, engagement, and ethical awareness. Through reflective journals, surveys, and discussions, and analyzed using the AI-ICE Framework. This represents a hybrid of the ICE learning model and AI paradigms. The research offered insight into how students interpret, critique, and apply GenAI in educational contexts. Findings indicated increased comfort with GenAI, awareness of ethical considerations, and early stages of deeper cognitive engagement. This paper contributes to the evolving conversation about how AI can support instructional design and pedagogy in a rapidly shifting educational landscape.

Authors

• Scott H. Moss, National University

• Dwayne Wood, National University