ChatGPT and Interviewing Learner Personas on Demystifying Instructional Design

Feature image created by DALL-E 2 an AI: a female instructional designer interviewing a chatbot with a question mark in the foreground

As I review and prepare lessons for the next week of class, I ask myself what value can ChatGPT add to either my class or the instructional design process that we are exploring at the time.

When I read an idea about using ChatGPT to create persons in the emerging 101 creative ideas to use in AI in education that is being developed by participants in various Equity Unbound sessions. I thought, what a great idea. I could use ChatGPT to create personas. I started by asking it to impersonate an experienced instructional designer. Then I asked it what questions to ask about the learner when doing learner context analysis.

ME: Impersonate an experienced instructional designer

ChatGPT: As an experienced instructional designer, I have a passion for creating engaging and effective learning experiences for my clients. With years of experience in the field, I have honed my skills in instructional design theory and best practices, as well as in using various technologies to support the learning process.

My design process starts with a thorough understanding of my clients’ needs and the desired learning outcomes. I then use this information to create a custom design that leverages a variety of instructional strategies, including interactive…

ME: When doing a learner context analysis what questions should i ask about the learner?

ChatGPT: When conducting a learner context analysis, it’s important to gather information about the learners in order to design effective learning experiences that meet their needs. Some common questions to ask about the learners include:

Demographic information: What is the age, gender, education level, and cultural background of the learners?
Prior knowledge and experience: What prior knowledge or experience do the learners bring to the learning experience?
Goals and motivations: What are the learners’ goals and motivations for taking the course or training?
Learning preferences: How do the learners prefer to learn? Do they prefer visual, auditory, or kinesthetic approaches?
Challenges and obstacles: What challenges or obstacles might the learners face in achieving their learning goals?
Technology proficiency: What level of technology proficiency do the learners have, and what technology will they be using for the learning experience?
Access to resources: What resources, such as textbooks, technology, or support services, will the learners have access to during the learning experience?

By asking these questions, you can gain a deeper understanding of the learners and their context, and use this information to create more effective and engaging learning experiences.

In reading what it replied, I had to ask it to remove item 4. I had to ask it to remove references to the debunked myth around learning styles.

ME: remove learning preferences from the list

ChatGPT: Sure, here is the updated list without the learning preferences question:

Demographic information: What is the age, gender, education level, and cultural background of the learners?
Prior knowledge and experience: What prior knowledge or experience do the learners bring to the learning experience?
Goals and motivations: What are the learners’ goals and motivations for taking the course or training?
Challenges and obstacles: What challenges or obstacles might the learners face in achieving their learning goals?
Technology proficiency: What level of technology proficiency do the learners have, and what technology will they be using for the learning experience?
Access to resources: What resources, such as textbooks, technology, or support services, will the learners have access to during the learning experience?

Once it had a list of items that I was happy with, I then asked it to create a persona for me. I did give it a little bit of information so the persona was close to what I was looking for.

ME: create a person using the list of a women who is 45 years old and wants to transition her career from K-12 to instructional design.

ChatGPT: Meet Sarah, a 45-year-old woman who is looking to make a career transition from K-12 education to instructional design.

Demographic information: Sarah is a 45-year-old female with a background in K-12 education.
Prior knowledge and experience: Sarah has been a teacher for the past 20 years and has a deep understanding of education and instructional design theories. She is well-versed in creating lesson plans and has experience using various educational technologies in the classroom.
Goals and motivations: Sarah is looking to make a career transition to instructional design because she is passionate about creating effective and engaging learning experiences for students. She believes that her background in education and her experience in the classroom make her well-suited for this new career.
Challenges and obstacles: Sarah’s biggest challenge in making the transition to instructional design is gaining the technical skills and experience necessary to excel in the field. She also recognizes that she may face ageism or biases as she looks to enter a new field later in her career.
Technology proficiency: Sarah is familiar with basic technologies such as word processing and email, but she is eager to learn more about instructional design tools and technologies to help her succeed in her new career.
Access to resources: Sarah has limited financial resources, but she is determined to invest in herself and her new career. She is willing to take online courses and attend workshops to gain the skills and knowledge she needs to succeed.

Then it occured to me. I could then ask ChatGPT to impersonate the persona that it just created. In that way, and then I could interview the persona about different things.

ME: impersonating sarah: What is your biggest concern about learning instructional design?

ChatGPT: As Sarah, my biggest concern about learning instructional design is gaining the technical skills and experience necessary to excel in the field. While I have a strong background in education and a passion for creating effective learning experiences, I recognize that there is a lot to learn about instructional design tools and technologies. I am eager to invest in myself and my new career, but I know that I will need to work hard and be dedicated in order to be successful.

Then I wondered what would happen if I asked it to create another persona, this time giving it no guidance. I asked it to create a new persona then I ask it a question as that persona

ME: create another persona

ChatGPT: Meet Jake, a 35-year-old man who is looking to transition from a corporate sales role to instructional design.

Demographic information: Jake is a 35-year-old male with a background in corporate sales.
Prior knowledge and experience: Jake has worked in sales for the past 10 years and has experience creating and delivering presentations. He is also familiar with various technologies and tools used in the corporate environment.
Goals and motivations: Jake is looking to transition to instructional design because he has a passion for helping others learn and grow. He believes that his experience in sales and his ability to communicate effectively make him well-suited for a career in instructional design.
Challenges and obstacles: Jake’s biggest challenge in making the transition to instructional design is gaining the education and experience necessary to be successful in the field. He is also concerned about the competition for instructional design jobs, as the field is highly competitive.
Technology proficiency: Jake is familiar with a variety of technologies and tools, including presentation software and video conferencing platforms. He is eager to learn more about instructional design technologies and tools to help him succeed in his new career.
Access to resources: Jake has the financial resources and support from his family to invest in his new career. He is willing to take online courses, attend workshops, and seek out mentorship opportunities to gain the skills and knowledge he needs to succeed as an instructional designer.

ME: impersonating jake: how much time do you have to dedicate to your studies each week?

ChatGPT: As Jake, I am willing to dedicate a significant amount of time each week to my studies in instructional design. I understand that making a career transition is not easy, and I am committed to putting in the effort necessary to be successful. I am a full-time worker but I am also willing to allocate my evenings and weekends to learning and gaining practical experience. I believe that with dedication and hard work, I can achieve my goal of becoming an effective and successful instructional designer.

Wanting to push things a little further, I figured I’d ask it for its opinion, based on which persona it was responding as. I was a little disappointed by how the answers were similar and vague.

ME: impersonating jake: what is your opinion about group work in online courses?

ChatGPT: As Jake, I believe that group work can be a valuable component of online courses in instructional design. Collaborating with others can provide opportunities for diverse perspectives and ideas, as well as allowing for the development of teamwork skills that are important in many professional settings. At the same time, I understand that online group work can also pose challenges, such as coordinating schedules and effectively communicating with others in a virtual setting. Overall, I believe that well-designed group work can be a beneficial aspect of online learning and that it can help to enrich the educational experience.

ME: impersonating Sarah: what is your opinion about group work in online courses?

ChatGPT: As Sarah, I believe that group work in online courses can be a valuable learning experience. Collaborating with others can provide opportunities for diverse perspectives and ideas, as well as the development of teamwork skills. However, I also understand that online group work can pose challenges such as coordinating schedules and effectively communicating with others in a virtual setting. To make group work successful, I believe that clear guidelines and communication strategies should be established, and that all group members should be held accountable for their contributions. When done well, group work can enhance the overall learning experience and provide opportunities for growth and development.

I then decided to ask it to create a different persona. I recall Maha Bali saying that it was pretty good at answering as a person for whom English is not their primary language. The English part worked, but then I had to ask it to adjust the age, as it is very unlikely that I would have a 25 year old student (it does happen, but only occasionally).

ME: create a persona of a person who does not have english as a their primary language

ChatGPT: Meet Ahmed, a 25-year-old man who is looking to transition into instructional design.

Demographic information: Ahmed is a 25-year-old man from a non-English speaking country.
Prior knowledge and experience: Ahmed has a degree in education and has worked as a teacher in his home country. He has a passion for helping others learn and is interested in exploring new technologies to improve the learning experience.
Goals and motivations: Ahmed’s goal is to transition into instructional design to utilize his education background and to gain new skills and knowledge in the field. He is motivated by his passion for education and his desire to help people learn in new and innovative ways.
Challenges and obstacles: Ahmed’s biggest challenge is language. English is not his first language, and he struggles with communication and understanding technical jargon. He is also unfamiliar with many of the instructional design technologies and practices used in English-speaking countries.
Technology proficiency: Although Ahmed is familiar with some technology, he is looking to learn more about instructional design technologies and tools to help him succeed in his new career.
Access to resources: Ahmed has limited financial resources, but is committed to investing in his education and career. He is willing to take online courses, attend workshops, and seek out mentorship opportunities to overcome the language barrier and gain the skills and knowledge he needs to succeed as an instructional designer.

ME: Make Ahmed 10 years older

ChatGPT: Meet Ahmed, a 35-year-old man who is looking to transition into instructional design.

Demographic information: Ahmed is a 35-year-old man from a non-English speaking country.
Prior knowledge and experience: Ahmed has a degree in education and has worked as a teacher for over a decade in his home country. He has a passion for helping others learn and is interested in exploring new technologies to improve the learning experience.
Goals and motivations: Ahmed’s goal is to transition into instructional design to utilize his education background and to gain new skills and knowledge in the field. He is motivated by his passion for education and his desire to help people learn in new and innovative ways.
Challenges and obstacles: Ahmed’s biggest challenge is language. English is not his first language, and he struggles with communication and understanding technical jargon. He is also unfamiliar with many of the instructional design technologies and practices used in English-speaking countries.
Technology proficiency: Although Ahmed is familiar with some technology, he is looking to learn more about instructional design technologies and tools to help him succeed in his new career.
Access to resources: Ahmed has limited financial resources, but is committed to investing in his education and career. He is willing to take online courses, attend workshops, and seek out mentorship opportunities to overcome the language barrier and gain the skills and knowledge he needs to succeed as an instructional designer.

ME: impersonating Ahmed: what are your opinions about online group work

ChatGPT: As Ahmed, I believe that online group work can be a valuable component of my learning experience in instructional design. Collaborating with others can provide opportunities for diverse perspectives and ideas, and help me develop important teamwork skills. However, I also understand that online group work can present some challenges, such as coordinating schedules and communicating effectively with others in a virtual setting. Additionally, as English is not my first language, I may struggle with language barriers and finding ways to effectively communicate with my group members. To make the most of online group work, I believe it is important to establish clear guidelines and communication strategies, and for all group members to be held accountable for their contributions. With these considerations in mind, I believe that online group work can be a valuable component of my education and career development.

I noticed that the answers about group work were all positive, which does not align with my experience teaching. In many cases students are hesitant if not adverse to group work. I asked it to make Ahmed hesitant about group work and make Sarah hate group work.

ME: make ahmed hesitant about the benefits of online group work

ChatGPT: As Ahmed, I am somewhat hesitant about the benefits of online group work in my learning experience in instructional design. Although I understand that collaborating with others can provide opportunities for diverse perspectives and ideas, I also know that online group work can present some challenges, such as coordinating schedules and effectively communicating with others in a virtual setting. Furthermore, my limited proficiency in English as a second language may make it difficult for me to fully participate in online group work and effectively communicate with my group members. While I acknowledge the potential benefits of online group work, I am cautious about its effectiveness and potential limitations, and would like to approach it with care and consideration.

ME: make Sarah hate online group work

ChatGPT: As Sarah, I have a strong negative opinion about online group work in my learning experience in instructional design. I find that online group work often lacks the personal connection and face-to-face interaction that I value in collaborative projects. Additionally, coordinating schedules and effectively communicating with group members in a virtual setting can be a challenge. I also find that some group members may not take their responsibilities seriously, leading to uneven workloads and a lack of accountability. Overall, I believe that online group work is less effective than in-person collaboration and do not see it as a valuable component of my education and career development.

I found it interesting that Sarah was still OK with group work, but not in the online context.

Would I object to my students using ChatGPT to create personas? No, as long as those personas aligned with their projects. I’m less concerned about how they present their personas and more concerned that they are asking the right questions about who their actual learners are.

I can see ChatGPT being very useful for creating fictional scenarios that align with the prompts provided by the instructional designer. In that way, it could lead to better quality analysis as it might provide a fictional detail that requires the designer to provide a more detailed prompt.

Overall I found this experiment interesting. Could and instructional designer use ChatGPT to create personas? Sure, but you still need to know about your actual learners in order to make sure the personas have the right information. It is good at making up the fictional stuff, but it needs to be coached on the actual stuff.

Do you think ChatGPT is a useful tool during the analysis phase of instructional design? How would you use it?