AI-designed versus pre-service teacher-designed activities: Analysis and evaluation
INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/14703297.2026.2689673
- Dergi Adı: INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Agricultural & Environmental Science Database, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo, DIALNET, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO)
- Yıldız Teknik Üniversitesi Adresli: Hayır
Özet
This study employed a comparative quantitative design to examine the quality of grammar teaching activities generated by three AI models - ChatGPT, DeepSeek, and Gemini - and by pre-service teachers. Data were collected using the Grammar Activity Assessment Form (GAAF) and evaluated by 10 field experts. Findings indicated that AI models consistently produced high or very high-quality activities, with DeepSeek achieving the highest proportion of top-tier outputs. While inferential analyses revealed no statistically significant differences in overall quality among the groups, pre-service teacher outputs displayed greater variability. These findings highlight the pedagogical viability of AI-generated activities as structured scaffolds; however, they also underscore the need for teacher educators to balance AI efficiency with the preservation of the foundational teaching craft. The study concludes that AI should be positioned as a co-designer that requires active human intervention to ensure context-specific relevance and pedagogical creativity.