Generative Künstliche Intelligenz in Unterricht und Unterrichtsforschung: Chancen und Herausforderungen

A major challenge of instructional research or research on teaching and learning respectively is the meaningful use of artificial intelligence. Artificial intelligence (AI) has become a larger part of our everyday lives over the past decade(s) (e.g., as a part of the voice control of devices). The advent of ChatGPT, however, marked somewhat of a revolution. ChatGPT cannot only support humans in clearly defined areas but opens a range of new possibilities in many areas that are currently barely understood. ChatGPT can for example create assessment tasks (and solve them), recognize student conceptions and suggest strategies to address them or support teachers in creating instructional materials, or more broadly, plan instructional units. To date it is mostly open, how respective AI can be meaningfully used in instruction or teaching and learning respectively and where the limits are. In addition, there is little understanding of the potential that AI has for instructional research and where (ethical) limits of its use in research may lie. This paper outlines potentials and challenges of using AI in instruction and instructional research and poses concrete questions that instructional research must address in order to create a scientific base for the use of AI.