AI Tools for Teaching and Learning

MIS 125: Mobile Business Application Development

Implement, Validate, Articulate

Reflection on Instructional Change:

I conducted an online discussion as a pilot study to apply the concepts and hands-on skills I learned in this faculty learning community. The instructional task of the online discussion was to build a draft mobile app students were passionate about via an AI content generation tool (e.g., ChatGPT, Cursor AI, or Google AI Studio) and then customize this app via the hands-on skills and theories students learned in the class. Students demonstrated and reflected on their on experiences with short screen capture videos. Moreover, each student wrote 2 reply messages to facilitate a thoughtful discussion.

Main Positive Student Feedback:

"Overall, this exercise allowed me to learn how a mobile app works"

"I think the app came out really clean. A good approach to fast-track projects in the future"

Challenges Students Experienced:

"ChatGPT produced an app with less than 10 errors as opposed to maybe 60 with the Cursor AI"
"Dealing with errors and file management was hard"
"Although my initial prompt was very detailed, it required many updates"
"I opted to make a game, I call it laser dodge, but I could not figure out how to make laser despite many prompt updates"

Many organizations in the real world use these tools to improve efficiency and productivity. I find it beneficial for students to learn how to use these tools and enhance their outputs with hands on skills and theories covered in class. For example, some students' reflections demonstrated that revising prompts does not update an app the way a user wants.

AI Tools for Teaching & Learning Workshop from the Chancellor's Office
- I would define AI content generation tools like using a calculator to enhance efficiency. One still needs to know why/how in order to use these tools effectively.
- I think the usefulness of the AI generated content depends on the context. In one of our own assignments, I used an AI content generation tool to write a single page essay on teaching philosophy. The resulting essay looked like it was written by a first year PhD student with no teaching experience. I would not use the output of these tools as starting point in every task.
- It was a pleasure to be a part of this FLC. I learned a lot not only via my own learning activities, but also via observing my peers from different disciplines.
- I look forward to developing a few homeworks that require students to use AI tools to draft things and enhance those things with their own knowledge in my fall semester courses during the summer break. I originally avoided such practices partially because I did not want a student pay such subscription fees. But, now even google searches offer AI generated content which my students can use.
- My original policy for all my courses this semester is below. I will update this policy to indicate that some assignments will require students to use free AI content generation tools in the Fall semester where students will need to demonstrate their prompts.
  Generative AI Tool Usage Policy The purpose of the homeworks/exams in this class is to enhance your critical thinking/explanation skills. Accordingly, you may not use generative AI tools on assignments/exams in this course. If you choose to use generative AI tools in violation of this policy (or in another class that permits them), please remember that they are typically trained on limited datasets that may be out of date. Additionally, generative AI datasets are trained on pre-existing material, including copyrighted material; therefore, relying on a generative AI tool may result in plagiarism or copyright violations. Finally, keep in mind that the goal of generative AI tools is to produce content that seems to have been produced by a human, not to produce accurate or reliable content; therefore, relying on a generative AI tool may result in your submission of inaccurate content. It is your responsibility—not the tool’s—to assure the quality, integrity, and accuracy of work you submit in any college course.

A key take way for me during the observe and analyze session was to see how my two peers used AI content generation tools very different than me. For example, I loved how Roslyn demonstrated a way for her students to use these tools to prepare for a midterm exam. I honestly never thought about using such an approach. Brilliant!

Evidence of Instructional Change

Evidence of Instructional Change
Example 1	Example 2	Example 3
This image clarifies the details of the students' instructional task. I used this image during the observe and analyze session.	This is a calendar-based app a student draft built by using an AI content generator tool. The app allows making entries on the calendar. The student enhanced the app's entry ability to make entries based on what is covered in the class.	These are some comments to students' reply messages in the online discussion: Hey X, Nice app! I like that you made a calendar app, its very useful especially for students like us. I can see that there were not many similarities between my XCode and your Android, as I don't know how easy or hard this is in Android, but I think at the same time, there were some things that we both had to figure out or experiment with in order to create the app. I'm wondering if you had to manually input every month or date, or if there is an easier way to do that, like copy and paste. Overall, great app! Hi X, Nice of you to go with a calendar app. I think it is really incredible that you designed the app to be able to go onto forever. Showing the date when it is clicked is a feature that I really liked. I can see this app expanding into something bigger like a reminder or scheduling type of app. I use Xcode for my developing so it is always fascinating to see an example done on Android Studio. How did you set up your layout? Do you prefer tab bar and navigation bar? Good job! I like all the details that went it creating this app.

Practice and Reflect Teaching and Learning with AI:

Before this FLC, I was generally skeptical about AI content generation tools because: 1) I did not want a student to pay subscription fee to such a tool for class learning purposes; 2) I was genuinely concerned about a potential negative impact on students' critical thinking skills. I think these tools are here to stay. This was a great learning opportunity for me to find ways to update parts of my curriculum in several courses.

Course Syllabus

This is the original syllabus for the course which I used what I learned during this exciting FLC.

MIS 125 Syllabus.pdf

Faculty Bio

Faculty Bio
Faculty Picture	Faculty Professional Background
	Evren Eryilmaz is an associate professor of Management Information Systems and the Director of the Center for Small Business at the California State University Sacramento. He earned his PhD in Information Systems and Technology from Claremont Graduate University. He enjoys teaching hands on subjects such as Machine Learning in Business Decision Making, Big Data Technologies, Social Media Analytics, System Analysis and Design, and Capstone courses. His research interests include text analytics, design science research, online health/entrepreneurial communities, and stakeholder management in software development projects. He has published his research in premier journals including the Journal of Management Information Systems, Information & Management, and Journal of the Association for Information Systems. He received the outstanding faculty awards for research and teaching at the California State University Sacramento in 2023 and 2025. Under his leadership, the Center for Small Business received a $20,000 grant from the Bank of America Foundation in 2024.

Funding Source
	This work was supported by: US Department of Education P031S230256 and P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.