The most common purpose of AI in instructional design is enhancing or assisting the design process itself (22 of 28 studies, 78.5%)¶
Claim · All claims
Evidence · 1 study · reviewr2·q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? GenAI is most frequently used to support pre-instructional planning, analysis, and decision-making in ID, with Supporting Teaching Delivery (n = 17), Assessment Design (n = 14), Innovating in Instructional Strategies (n = 9), Multimedia Content Creation (n = 7), and Facilitating Accessibility (n = 4) as further themes. → Pınar Nuhoğlu Kibar & Hale Ilgaz 2026
Evidence¶
Pınar Nuhoğlu Kibar & Hale Ilgaz 2026¶
Pınar Nuhoğlu Kibar & Hale Ilgaz. (2026). The intersection of artificial intelligence and instructional design practice: a systematic review. Educational Technology Research and Development. https://doi.org/10.1007/s11423-026-10624-z
q3 · i? · review · r2
Thematic coding of AI usage purposes across the 28 included studies (Table 4). The review reports that in this theme "GenAI is used as a cognitive and analytical tool to help instructional designers or instructors conceptualize, structure, and align instruction with learning objectives and learner needs".
"AI has mostly been labeled as an Enhancing or Assisting Element During The Instruc - tional Design Process (n = 22)."
Discussion¶
Related Claims¶
- The most significant reported benefit of AI in instructional design is assistance with administrative and repetitive tasks (18 of 28 studies, 64.2%) — related
- Educators use AI tools mainly for personalized learning and language support and frequently use generative AI for lesson planning — related
- Teachers find ChatGPT a creative, fast, iterative brainstorming partner that adds specific numbers and details when posing math questions from photos — related
- Ghanaian pre-service science teachers use AI mainly for research and content delivery rather than assessment or student engagement — a narrower finding that bears on this claim
- In teacher-AI learning task design studies, GenAI tools are predominantly used for lesson planning, prompt generation, and creative ideation, while traditional AI tools are commonly used for designing analytics and feedback — possibly the same claim (merge candidate)
- In-service science educators use AI far less in subject-specific DiKoLAN areas (SIM, DAP, DAQ) than in general areas — related
- Many contemporary generative AI tools serve multiple educational purposes, with several tools appearing in multiple typology categories — related
- The most frequent limitation of AI in instructional design is content reliability and transparency (16 of 28 studies, 57.14%) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ai-mostly-enhances-assists-id-process |
title |
The most common purpose of AI in instructional design is enhancing or assisting the design process itself (22 of 28 studies, 78.5%) |
description |
The most common purpose of AI in instructional design is enhancing or assisting the design process itself (22 of 28 studies, 78.5%) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-11 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — pınar-nuhoğlu-kibar-hale-ilgaz-2026 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.