Empowering Preservice Teachers Through Textbook Design Activities With GAI-Based Chatbot

Generative artificial intelligence (GAI) has become an epoch-making technology in the educational context. With a quasi-experimental repeated measure design and mixed-method data collection, this study examined the effects of the GAI-based chatbot in assisting preservice teachers in implementing the new national curriculum standards in Mainland China and their perceptions accordingly. A sample of 26 preservice teachers (divided into 13 teams) was included in this two-phrase study. Results showed that textbook design activities with the chatbot effectively promoted participants’ acquisition of content knowledge and improved self-efficacy, although it did not reduce teaching anxiety. Evidence was also extracted from participants’ open-ended responses with an extended COSTEM (i.e., content, others, self, tasks, ethics, and model) framework. Meanwhile, preservice teachers perceived both advantages and disadvantages regarding the utility of the GAI-based chatbot in learning. Implications of this study were also discussed.