AI and the Learning Experience Design: From Divergent Creativity to Convergent Precision
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| Title: | AI and the Learning Experience Design: From Divergent Creativity to Convergent Precision |
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| Language: | English |
| Authors: | Betül Czerkawski (ORCID |
| Source: | TechTrends: Linking Research and Practice to Improve Learning. 2025 69(2):260-270. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Convergent Thinking, Creative Thinking, Creativity, Artificial Intelligence, Instructional Design, Technology Uses in Education, Educational Technology, Educational Strategies, Higher Education, College Faculty, Technology Integration |
| DOI: | 10.1007/s11528-024-01032-2 |
| ISSN: | 8756-3894 1559-7075 |
| Abstract: | In the rapidly evolving landscape of higher education, we are witnessing an unprecedented surge in the use of Artificial Intelligence (AI). This rapid surge necessitates a thorough exploration of how faculty members, instructional designers, and researchers adopt AI, especially GenAI, using learning design practices. The present research study delves into college faculty's utilization of AI tools, aiming to examine their AI use and the technology integration approaches they employ to craft learning experiences, ranging from broader integration strategies that foster creativity (i.e., divergent) to more specific strategies ones (i.e., convergent) that target a particular learning goal. The study's findings show that while both design strategies are used when incorporating GenAI in education settings, the divergent strategies were significantly more prevalent. These findings have practical implications for faculty members, instructional designers, and researchers, providing actionable insights into the divergent and convergent strategies for incorporating GenAI in education settings for meaningful learning. This research underscores the crucial role of faculty members, instructional designers, and researchers in successfully integrating AI into higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1467524 |
| Database: | ERIC |
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| Abstract: | In the rapidly evolving landscape of higher education, we are witnessing an unprecedented surge in the use of Artificial Intelligence (AI). This rapid surge necessitates a thorough exploration of how faculty members, instructional designers, and researchers adopt AI, especially GenAI, using learning design practices. The present research study delves into college faculty's utilization of AI tools, aiming to examine their AI use and the technology integration approaches they employ to craft learning experiences, ranging from broader integration strategies that foster creativity (i.e., divergent) to more specific strategies ones (i.e., convergent) that target a particular learning goal. The study's findings show that while both design strategies are used when incorporating GenAI in education settings, the divergent strategies were significantly more prevalent. These findings have practical implications for faculty members, instructional designers, and researchers, providing actionable insights into the divergent and convergent strategies for incorporating GenAI in education settings for meaningful learning. This research underscores the crucial role of faculty members, instructional designers, and researchers in successfully integrating AI into higher education. |
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| ISSN: | 8756-3894 1559-7075 |
| DOI: | 10.1007/s11528-024-01032-2 |
