HPU EDUCATION PROFESSOR EXPLORES AI-ENHANCED LEARNING DESIGN AT INTERNATIONAL CONFERENCE

Han Nee Chong, Ed.D., assistant professor of education and program chair for the Master of Education in Educational Leadership program at Hawai‘i Pacific University, traveled this summer to the University of Galway in Ireland to present her research at the 2025 International Society for Design and Development in Education (ISDDE) Conference. The ISDDE was established to improve the design and development process, build a design community, and increase the impact on educational practice. 

Chong’s paper presentation, Using Generative AI to Design Differentiated Learning in a General Education Course, detailed her integration of ChatGPT into the redesign of PADM1000: Introduction to Leadership, a general education course at HPU. Using the ADDIE instructional design framework, Chong showcased how ChatGPT was incorporated across different design phases—from conducting research and writing culturally grounded learning outcomes aligned with HPU’s values of pono, kuleana, and aloha, to creating lesson plans, developing differentiated learning resources, and generating assessments and rubrics. While AI proved useful in structuring and generating ideas, Chong highlighted its limitations, particularly biases, inaccuracies, and repetitive outputs, stressing that Large Language Models are not knowledge bases and must be supplemented with curated academic resources.

Student feedback indicated high satisfaction with the differentiated materials and engagement strategies. Framed within Century & Cassata’s innovation implementation framework, the study emphasized the evolving role of instructors as curators, editors, and fact-checkers in an AI-enhanced learning environment. Key takeaways emphasize that generative AI can accelerate and enrich course design, but sustainable implementation requires iterative refinement, instructor judgment, and clear guiding frameworks.

Chong’s paper has been peer-reviewed and accepted for publication in the upcoming issue of Educational Designer, an international e-journal published by ISDDE, which promotes excellence in the research-based design, development, and evaluation of educational products and processes in the fields of mathematics, science, engineering, and technology.

In addition to her presentation, Chong participated in a collaborative writing group at the conference, contributing to a structured abstract for a forthcoming article titled Disciplinary Joy: A Theoretical Framework for Understanding Authentic Engagement in STEM Learning, slated for a special issue of Educational Designer. The article introduces disciplinary joy as a novel theoretical construct—distinct from general engagement—defined as the profound emotional satisfaction derived from authentic participation in the epistemic practices, aesthetic appreciations, and cultural traditions that define science, technology, engineering, and mathematics as living intellectual disciplines. The theoretical framework addresses critical gaps in understanding why traditional STEM education often fails to sustain student engagement despite surface-level reforms and provides a foundation for designing learning experiences that honor both disciplinary integrity and cultural diversity. The work establishes disciplinary joy as an essential construct for advancing both learning theory and educational practice in STEM fields.  

Chong’s participation in the conference and writing group was supported by HPU’s Faculty Development Grant (FDG), awarded for FY 2025, Cycle 3. Although no applicant received full funding, the Scholarship and Learning Resources Committee was able to cover 80% of her travel and conference expenses. Chong expressed appreciation for the FDG initiative, noting its vital role in supporting faculty scholarship and professional development.