Document Type : Research Paper
Authors
1 Farhangian university
2 Faculty member in farhangian university
Abstract
Post-phenomenology of Human-Artificial intelligence Collaboration in Instructional design
Introduction
This study investigates the post-phenomenology of human-Artificial intelligence collaboration in Instructional design. Given the recent advancements in artificial intelligence technologies, the research aims to analyze the role of these technologies in enhancing educational processes and Instructional design. The study seeks to identify the impacts of Artificial intelligence on the components of Instructional design from a post-phenomenological perspective.
Method
The research comprises three main stages:
Literature Synthesis: In this phase, six reputable databases were reviewed, and 20 relevant studies were selected based on specific criteria.
Survey: A checklist containing 14 questions was used to gather opinions from 20 experts in educational technology and philosophy of education. The designed checklist included components such as needs analysis, content, feedback, and interaction.
AI-Assisted Search: In this section, various Artificial intelligence software tools were utilized to collect information and analyze data. The data were coded using thematic analysis methods.
Results
The findings indicate that AI can play a significant role in each component of Instructional design, particularly in areas such as needs analysis, content, feedback, interaction, and evaluation. Various mediating relationships between humans and AI, including embodiment, hermeneutics, and alterity, were identified.
Discussion
This study demonstrates that integrating AI into Instructional design can enhance interactions between learners and educational environments. Based on the findings, it is suggested that Instructional designers actively utilize AI as a strategic tool. This approach can lead to the creation of personalized and optimized learning experiences. Additionally, the findings emphasize the need to address the ethical and social dimensions of using AI in education. Ultimately, this research opens avenues for future investigations into human-AI collaboration in Instructional design and contributes to a deeper understanding of the impacts of this technology on the learning process.
Keyword: Instructional design, phenomenology, human-technology relationship, artificial intelligence
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