Beyond hype: Is ChatGPT-generated content effective in class preparation among academic instructors?

Although the adoption of AI-generated content, such as ChatGPT, has extensively transformed traditional teaching and learning paradigms, the critical question of the effectiveness of ChatGPT content in lesson preparation remains largely unanswered. Therefore, this research aims to understand the determinants that drive or hinder this effectiveness, which is crucial to realizing the full potential of AI technologies in the academic landscape. Relying on a global sample of academic instructors surveyed, we found that individual-level factors, such as instructor confidence, and frequency of use had a positive effect on ChatGPT-generated content effectiveness in class preparation. However, academic work intensity had a negative association with effectiveness. The study also revealed that institutional-level factors, such as training and support, institutional culture, and course complexity exerted a positive impact on ChatGPT content effectiveness. Additionally, the analysis reported that the course complexity-moderated interactions of instructor confidence and work intensity on the effectiveness of ChatGPT content in lesson preparation were significant. We also revealed that the frequency of ChatGPT use significantly moderated the nexus between institutional-level factors (e.g., training and support, and institutional culture) and individual-level factors (e.g., instructor confidence and work intensity) with ChatGPT content effectiveness. The study also provides actionable insights for a wide range of stakeholders, such as higher educational institutions (HEIs), academic instructors, regulators in higher education, and EdTech developers, to understand how to empower educators to leverage AI tools more effectively, ultimately enhancing teaching efficiency and education outcomes.