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Empowering Education with Generative Artificial Intelligence Tools: Approach with an Instructional Design Matrix

Author

Listed:
  • Lena Ivannova Ruiz-Rojas

    (Departamento de Ciencias Humanas y Sociales, Universidad de Las Fuerzas Armadas, Sangolquí 170550, Ecuador)

  • Patricia Acosta-Vargas

    (Intelligent and Interactive Systems Laboratory, Universidad de Las Américas, Quito 170125, Ecuador
    Carrera de Ingeniería Industrial, Facultad de Ingeniería y Ciencias Aplicadas, Universidad de Las Américas, Quito 170125, Ecuador)

  • Javier De-Moreta-Llovet

    (Facultad de Derecho, Universidad Complutense de Madrid, 28040 Madrid, Spain)

  • Mario Gonzalez-Rodriguez

    (Intelligent and Interactive Systems Laboratory, Universidad de Las Américas, Quito 170125, Ecuador
    Carrera de Ingeniería de Software, Facultad de Ingeniería y Ciencias Aplicadas, Universidad de Las Américas, Quito 170125, Ecuador)

Abstract

This study focuses on the potential of generative artificial intelligence tools in education, particularly through the practical application of the 4PADAFE instructional design matrix. The objective was to evaluate how these tools, in combination with the matrix, can enhance education and improve the teaching–learning process. Through surveys conducted with teachers from the University of ESPE Armed Forces who participated in the MOOC course “Generative Artificial Intelligence Tools for Education: GPT Chat Techniques”, the study explores the impact of these tools on education. The findings reveal that generative artificial intelligence tools are crucial in developing massive MOOC virtual classrooms when integrated with an instructional design matrix. The results demonstrate the potential of generative artificial intelligence tools in university education. By utilizing these tools in conjunction with an instructional design matrix, educators can design and deliver personalized and enriching educational experiences. The devices offer opportunities to enhance the teaching–learning process and tailor educational materials to individual needs, ultimately preparing students for the demands of the 21st century. The study concludes that generative artificial intelligence tools have significant potential in education. They provide innovative ways to engage students, adapt content, and promote personalized learning. Implementing the 4PADAFE instructional design matrix further enhances the effectiveness and coherence of educational activities. By embracing these technological advancements, education can stay relevant and effectively meet the digital world’s challenges.

Suggested Citation

  • Lena Ivannova Ruiz-Rojas & Patricia Acosta-Vargas & Javier De-Moreta-Llovet & Mario Gonzalez-Rodriguez, 2023. "Empowering Education with Generative Artificial Intelligence Tools: Approach with an Instructional Design Matrix," Sustainability, MDPI, vol. 15(15), pages 1-20, July.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:15:p:11524-:d:1202377
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    Citations

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    Cited by:

    1. Vikrant Vikram Singh & Nishant Kumar & Shailender Singh & Meenakshi Kaul & Aditya Kumar Gupta & P. K. Kapur, 2024. "Assessment of artificial intelligence-based digital learning systems in higher education amid the pandemic using analytic hierarchy," International Journal of System Assurance Engineering and Management, Springer;The Society for Reliability, Engineering Quality and Operations Management (SREQOM),India, and Division of Operation and Maintenance, Lulea University of Technology, Sweden, vol. 15(8), pages 4069-4084, August.
    2. Paweł Wolniewicz, 2024. "The Combined Use of GIS and Generative Artificial Intelligence in Detecting Potential Geodiversity Sites and Promoting Geoheritage," Resources, MDPI, vol. 13(9), pages 1-23, August.
    3. Lena Ivannova Ruiz-Rojas & Luis Salvador-Ullauri & Patricia Acosta-Vargas, 2024. "Collaborative Working and Critical Thinking: Adoption of Generative Artificial Intelligence Tools in Higher Education," Sustainability, MDPI, vol. 16(13), pages 1-23, June.

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