196 ע בינה מלאכותית יוצרת בפיתוח למידה: שימושים ואתגרים )מאמר קצר( ספר הכנס העשרים ואחד לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס: האדם הלומד בעידן הדיגיטלי א' בלאו, ד' אולניק - שמש, נ' גרי, א' כספי, י' סידי, י' עשת - אלקלעי, י' קלמן ו נ' ברנדל )עורכים(, רעננה: האוניברסיטה הפתוחה בינה מלאכותית יוצרת בפיתוח למידה: שימושים ואתגרים )מאמר קצר( נוי רומאני HIT מכון טכנולוגי חולון Romano.noy2000@gmail.com רעי שרעבי HIT מכון טכנולוגי חולון Reei.sh2@gmail.com חגית מישר טל HIT מכון טכנולוגי חולון hagitmt@hit.ac.il דניאל אריש HIT מכון טכנולוגי חולון daniellearish99@gmail.com Generative Artificial Intelligence in Learning Development: Uses and Challenges (Short paper) Reei Sharabi HIT Holon Institute of Technology Reei.sh2@gmail.com Noy Romani HIT Holon Institute of Technology Romano.noy2000@gmail.com Danielle Arish HIT Holon Institute of Technology daniellearish99@gmail.com Hagit Meishar Tal HIT Holon Institute of Technology hagitmt@hit.ac.il Abstract The study examines the usage patterns and challenges involved in integrating Generative AI among instructional designers in Israel. With the aim of understanding how the implementation of these tools affects development processes and ongoing work, semi-structured interviews were conducted with 16 instructional designers from various organizations. Qualitative content analysis revealed that artificial intelligence is currently a central component in the work of instructional designers, from the brainstorming stage through to the production of final outputs. AI usage patterns were classified into four main usage patterns based on the research of Handa et al. (2025): collaborative output creation, direct output creation, collaborative problem-solving, and direct problem-solving. Alongside usage patterns, significant challenges were identified, including the rapid pace of tool development, limitations in tool capabilities, difficulties in AI literacy, fears and concerns, and ethical questions. The research findings indicate that artificial intelligence is perceived not only as a technological tool, but as a conceptual partner in thinking, design, and development processes. Therefore, dedicated training and ongoing critical discourse are required within the instructional design community. Keywords: Generative AI, Instructional designers, Usage, Challenges.
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