The AI-Supported Instructional Design in PBL Integrating Chinese Language Learning and Multimedia Creation

Abstract

The rapid development of AI (Artificial Intelligence) is enhancing the potential to accelerate a paradigm shift in foreign language teaching and learning. Instructional design must shift beyond knowledge learning and skills training to include more significant opportunities for practical application in authentic contexts. To do so, it is necessary to investigate the pedagogical possibilities of generative AI through specific educational practices. Thus this study intends to explore the potential of using generative AI to improve the efficiency and effectiveness of PBL (Problem/Project Based Learning) which integrates foreign language, information media, and professional education. This study suggests a PBL course design integrating Chinese language, tourism, and multimedia creation learning outcomes at a Japanese university, as a preliminary phase to compare and examine the teaching and learning processes between traditional methods and proactive AI-enabled methods. Through qualitative exploration of integrating generative AI into traditional instructional design, this paper considers how to organize the elements of teaching and learning for a renewed approach with greater efficiency and quality of learning outcomes.