ChatGPT-generated feedback versus teacher feedback in pre-service teachers’ instructional design development: A quasi-experimental study

This study investigated the effectiveness of ChatGPT-generated feedback on pre-service teachers’ instructional design development through a quasi-experimental design. While both ChatGPT and teacher-generated feedback significantly improved instructional design scores, neither produced significant changes in broader design competencies. Pre-service teachers demonstrated high acceptance of ChatGPT feedback across performance expectancy, effort expectancy, facilitating conditions, and social influence dimensions. Analysis revealed that pre-service teachers receiving ChatGPT feedback were more likely to adapt and contextualize suggestions rather than implement them directly. These findings contribute to our understanding of how AI-generated feedback can be effectively integrated into teacher education programs.