ChatGPT-Assisted Task Analysis for Special Education Teachers: An Exploratory Study of Alignment, Readability, Efficiency, and Acceptability

Abstract

Task analysis is a foundational component of instructional design in special education, yet it can impose substantial time and cognitive demands on teachers. Artificial intelligence (AI) tools such as ChatGPT may provide support for instructional planning tasks by assisting educators in generating and organizing task sequences. This study examined the effectiveness, readability, time efficiency, and acceptability of ChatGPT-assisted task analysis compared to a traditional task analysis method. Thirty-two special education teachers participated in a randomized between-groups study in which they developed task analyses using either a traditional approach or ChatGPT supported by a structured interaction protocol. Task analyses were evaluated based on alignment with expert-developed models, readability, and development time, and teachers’ perceptions of acceptability were also examined. Results indicated that ChatGPT-assisted task analyses required significantly less development time while demonstrating strong alignment with expert-generated models. Readability levels and the number of task steps were similar across groups. Teachers who used ChatGPT also reported positive perceptions regarding the usefulness and acceptability of AI assistance in instructional planning. These findings suggest that AI-assisted tools may support teachers in developing task analyses more efficiently while maintaining instructional clarity. However, given the exploratory nature of the study and the limited sample, further research is needed to examine how AI-assisted task analysis may influence instructional practice and student learning outcomes in special education.

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