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.

中文翻译：

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炒作之外：ChatGPT 生成的内容对学术教师的备课有效吗？


尽管 ChatGPT 等 AI 生成内容的采用广泛改变了传统的教学范式，但 ChatGPT 内容在备课中的有效性这一关键问题在很大程度上仍未得到解答。因此，本研究旨在了解驱动或阻碍这种有效性的决定因素，这对于在学术领域充分发挥 AI 技术的潜力至关重要。依靠接受调查的全球学术教师样本，我们发现个人层面的因素，例如教师的信心和使用频率，对 ChatGPT 生成的内容在备课中的效果有积极影响。然而，学术工作强度与有效性呈负相关。该研究还显示，机构层面的因素，如培训和支持、机构文化和课程复杂性，对 ChatGPT 内容的有效性产生了积极影响。此外，分析报告称，教师信心和工作强度对 ChatGPT 内容备课有效性的课程复杂性调节交互作用是显着的。我们还揭示了 ChatGPT 的使用频率显着调节了机构层面因素（例如培训和支持以及机构文化）和个人层面因素（例如教师信心和工作强度）与 ChatGPT 内容有效性之间的联系。 该研究还为广泛的利益相关者提供了可作的见解，例如高等教育机构 （HEI）、学术教师、高等教育监管机构和 EdTech 开发人员，以了解如何使教育工作者能够更有效地利用 AI 工具，最终提高教学效率和教育成果。