Abstract:

This study presents the findings of a preliminary investigation into the effects of integrating basic generative AI prompts into a flipped classroom methodology for an introductory information technology course in higher education. The flipped classroom approach, rooted in constructivist learning theories, involves students engaging with digital resources before class to learn foundational concepts, freeing up class time for active learning activities [1], [2]. Generative AI tools like ChatGPT offer new possibilities for personalizing and enriching these pre-class and in-class components through customized content generation and interactive simulations [3]–[6]. An experimental study was conducted with undergraduate students to examine whether implementing generative AI prompts as supplementary resources in a flipped classroom environment could enhance student engagement, learning outcomes, and overall educational experience compared to a traditional flipped classroom approach without AI integration. Both quantitative and qualitative data were collected and analyzed. The results indicate that thoughtful incorporation of generative AI capabilities into flipped instructional design holds promise for amplifying its pedagogical benefits, though considerations around AI literacy and responsible technology use arose. This exploratory research contributes insights into the synergistic potential of combining generative AI with the flipped classroom model in information technology education.

Keywords:

Generative AI, Flipped Classroom, Higher Education.