Train teachers in effective AI chatbot interaction strategies before AI-assisted learning design¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article describes a teacher training aimed at "fostering pedagogically-grounded chatbot interactions during learning design", delivered before teachers designed learning activities with AI access. Teachers found the training useful and relevant and reported positive adoption intentions, though it did not further improve design quality and slightly increased cognitive load.

Design Implications¶

Context¶

Requirements¶

• Training must target effective AI interaction strategies for pedagogically grounded chatbot use in learning design

Constraints¶

• Training did not further improve design quality beyond AI access alone
• Training slightly increased cognitive load, likely due to deliberate application of newly learned strategies

Target Learners¶

• higher education teachers

Target Learning Goals¶

• pedagogically-grounded AI chatbot use in learning design

Related Strategies¶

• Train teachers in prompt engineering, evaluating AI-generated responses, ethical and privacy considerations, and integrating AI outputs into pedagogical decision-making

Examples¶

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Key Sources¶

• Pishtari, G., Gnadlinger, F., Ley, T. (2027). When Teachers Use AI Chatbots and Are Trained for It: Impact on Learning Design Quality and Cognitive Effort. In: Blanchard, E.G., Chen, G., Chi, M., Isotani, S. (eds) Artificial Intelligence in Education. AIED 2026. Lecture Notes in Computer Science, vol 16585. Springer, Cham. https://doi.org/10.1007/978-3-032-29770-9_28