Instructional Designers' Reflections on Generative AI Use for Scenario-Based and Performance-Centered Learning: A Collective Autoethnography

Authors

• Nour El Houda Maache, Ohio University
• Dan V. Dao, The University of Iowa
• Jiyoon Jung, Valdosta State University
• Jayanth Nadheri, Tata Institute of Social Sciences
• Nari Kim, University of Wisconsin-Oshkosh
• Chikezie Ozuzu, Touro University
• Xinyue Ren, Old Dominion UniversityFollow

Document Type

Conference Paper

Publication Date

2026

Publication Title

Proceedings of Society for Information Technology & Teacher Education International Conference

Pages

6518-6524

Conference Name

Society for Information Technology & Teacher Education International Conference 2026, March 23-27, 2026, Philadelphia, PA, United States

Abstract

This study examines how instructional designer-instructors (IDIs) use and evaluate generative artificial intelligence (GenAI) when designing scenario-based and performance-centered authentic learning in higher education. Using a collective autoethnography (CAE) approach, the study draws on semi-structured interviews and reflective narratives from five IDIs with varied professional experience. Findings indicate that GenAI enhanced design capacity by accelerating scenario development, translating complex content, and supporting scenario-based and performance-based task construction. At the same time, participants reported limitations related to contextual misalignment, output unreliability, and the cognitive demands of prompt refinement. Across cases, effective integration depended on sustained human oversight, disciplinary judgment, and ethical consideration. The study highlights the importance of reflective human agency in AI-supported instructional design and contributes empirical insights into responsible GenAI integration within instructional design and teacher education contexts.

Rights

© 2026 Association for the Advancement of Computing in Education (AACE)

Copyright by AACE. Reprinted from, with permission of AACE (https://aace.org).

Original Publication Citation

Maache, N. E. H., Dao, D. V., Jung, J., Nadheri, J., Kim, N., Ozuzu, C., & Ren, X. (2026). Instructional designers’ reflections on generative AI use for scenario-based and performance-centered learning: A collective autoethnography [Conference Paper]. Society for Information Technology & Teacher Education International Conference 2026, Philadelphia, PA, USA. https://www.learntechlib.org/p/2129141

ORCID

0000-0002-1042-0100 (Ren)

Repository Citation

Maache, Nour El Houda; Dao, Dan V.; Jung, Jiyoon; Nadheri, Jayanth; Kim, Nari; Ozuzu, Chikezie; and Ren, Xinyue, "Instructional Designers' Reflections on Generative AI Use for Scenario-Based and Performance-Centered Learning: A Collective Autoethnography" (2026). STEMPS Faculty Publications. 430.
https://digitalcommons.odu.edu/stemps_fac_pubs/430