CSCL Poster

#976: Fostering Preservice Teachers’ Design Thinking by Integrating Generative AI and Analytics-Supported Reflective Assessment in a Collaborative Inquiry Environment

Wed Jun 17, 4:15 PM–5:45 PM · Outdoors

Part of CSCL Posters - Wednesday Poster Session (In-Person)

Generative AI & Large Language Models Knowledge Building & Knowledge Creation Teacher Learning & Professional Development Assessment, Feedback & Formative Practices Learning Analytics & Educational Data Mining

This study examined how integrating generative AI (GenAI) and analytics-supported reflective assessment (ASRA) within a Knowledge Building (KB) environment supports preservice teachers’ (PSTs) design thinking (DT). Participants were 110 PSTs in a semester-long instructional design course. We implemented a design that combined collaborative inquiry, delayed GenAI use, and reflective analytics, positioning GenAI as a design partner. Data from a DT scale and instructional design artifacts were analyzed. Results showed gains in problem discovery and definition and a shift toward more iterative design practices. The study offers a learning sciences account of integrating GenAI and ASRA to support DT in teacher education.

Speakers

Sun Daner — The Education University of Hong Kong

Authors

Yuqin Yang, Linbaiyu Chen, Daner Sun, Wangda Zhu, Shiyan Pang