Enhancing Instructional Quality: Leveraging Computer-Assisted Textual Analysis to Generate In-Depth Insights from Educational Artifacts

To meet the shifts in post-pandemic learning needs and the demand of artificial intelligence (AI) advancement on workforce development, the education system seeks new instructional and learning strategies that are personalized, effective, safe, and scalable [8]. Throughout the years, richer and more complex educational data have been generated by the advancement of instructional practices, providing vast potential for analyses but at the same time posing challenges to the approaches that process such data. Conventional quantitative methods are limited by the capacity of calculation and the efficiency of models, hence preventing efforts to improve teaching and learning outcomes. AI/ML approaches are able to effectively process the existing and forthcoming complex data with scalability and precision [5], presenting an unprecedented opportunity to promote the research and instructional practices in education. These characteristics of new data and methods provide timely and actionable insights into the dynamics of the instructional environment. Furthermore, in recent years, this trend has been accelerated by the rapid adoption of generative AI tools, such as ChatGPT and Bard, which synergizes the capabilities of both text analysis and generation. A new field of research has emerged, in which researchers integrate the cutting-edge AI/ML techniques with educational domain knowledge of curriculum, teaching, and learning and to explore crucial questions for instructional improvement.