Purpose A series of three online activities in a 16-week graduate class were supplemented with the use of ChatGPT (an artificial intelligence or AI large language model) for the purpose of mentoring students during the design and development of their assignments. This study examined the perceived learning experiences and challenges when interacting with educational prompts designed using ChatGPT. Participants were professional teachers and instructional designers, so their rich experience in education provided valuable insights into the use of artificial intelligence as a mentor. Design/methodology/approach This convergent parallel mixed-methods design collected both quantitative and qualitative data simultaneously via online surveys after three mentorship exercises using ChatGPT. (1) An AI activity that generates ideas for content and technology integration. (2) An AI activity that provides choices and suggestions for assignment delivery. (3) An activity that produces personalized, AI-generated learning paths and rubrics.
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