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Bektik, Duygu (2023). PVC-Challenges Response: The use of Artificial Intelligence in content authoring & curriculum production: A literature review. Quality Enhancement and Innovation, The Institute of Educational Technology, The Open University, Milton Keynes, UK.
Abstract
AI particularly in its generative form (GAI), like ChatGPT, is revolutionizing sectors including education. GAI uses deep learning to create content and is increasingly being integrated into educational settings. However, the rise of GAI brings both opportunities and challenges, particularly in higher education. The aim of this literature review is to understand how Artificial Intelligence (AI), specifically generative AI (e.g., ChatGPT) can be used to support academics in content authoring and curriculum production. This review aims to seek insights into the following Research Questions:
1) How is AI envisioned to be used to support curriculum production?
2) What are emerging insights from empirical studies that use AI to support curriculum production?
3) How do AI-powered tools facilitate and enhance the course creation process in education, particularly in terms of content generation, engagement, and customisation?
Findings indicate that GAI is envisioned as a co-design partner in enhancing educational content such as rubrics, lesson plans, interactive exercises, analogies, reflective questions, and case studies tailored to learning goals and instructional needs. The literature suggests that the key issues with the use of ChatGPT in education can be summarised mainly around its accuracy, and reliability, and its potential to lead to plagiarism. The analysis of empirical studies on the use of generative AI in higher education revealed first insights into themes such as ChatGPT's role in administrative tasks, varied perceptions of AI, generational differences in attitudes, multifunctional roles of ChatGPT, concerns about academic integrity and need for AI literacy, and the call for teaching philosophy reform, around assessment.