AI-Driven Content Developing and Designing for Teaching Materials of Digital Healthcare

1. Introduction

AI migration has largely focused on integrating into conventional learning strategies, which often mirror or automate pre-existing educational beliefs and methods. Many AIED are also created (whether they realise it or not) to help teachers and learning become more effective because, here, undergraduate students are directed to understand using AI as a learning medium and technology, not as a substitute for teachers. Although this method can be applied in areas where the number of educators is limited, it clearly does not ignore the importance of the instructor's individual expertise and the importance of students' need for guidance and social learning (Khang, et al. 2023). On the other hand, AI has the potential to do more than just automate computer-assisted student teaching; it may pave the way for new approaches to education, pose new challenges to existing pedagogy, or even make educators more practical and efficient (Muthmainnah et al. 2023). Although AIED tools have hinted at some of these possibilities, we will hypothesise other new and challenging possibilities for implementation, including the involvement of AI as part of teaching materials and for collaborative learning, with the aim of helping us better understand learning and how to learn practical ones.

To improve education quality and adapt to the ever-changing digital world, higher education institutions have begun to embrace technology (Al Yakin et al. 2022). This shift in focus is a direct result of the impact that technological advancements have had on the education industry (Gill et al. 2024). International students from all over the world flock to the Asia Pasific for a variety of reasons, including its leadership in higher education technology adoption (Grájeda et al., 2024). However, concerns and opportunities regarding the benefits of technology are still considered when wanting to integrate technology in universities throughout Asia Pacific in line with existing global developments and global progress. The technology gap in Asia Pacific is a digital gap among lecturers, students, and staff, especially those in low economic categories. (Luo et al., 2024; Matahari et al., 2024). The proliferation of various digital applications, which are actually easy to access and relatively low cost, however, the significant gap in their use for students with low economic conditions, especially quota fees or free internet access, is still minimal (Nemorin et al., 2023) so this gap can reduce the efficiency of technology adaptation in Asian universities. . It is known that Vassilakopoulou and Hustad (2023) underlined that internet network constraints, including infrastructure, human resources, and very large costs, are supporting concerns about keeping up with developments in technological digitalization. (Alenezi et al., 2023).

Even though there are various obstacles, there are still various opportunities for higher education institutions to utilise this technology, such as increasing student involvement during the learning process, increasing collaboration and personalisation (Khang et al., 2023); Gupta et al. (2024); Ali et al. (2024); and metaverse interactive technologies (Al-Adwan et al., 2023; Rojas et al., 2023; Al Yakin et al., 2023). Designing metaverse-based learning in the era of generative AI is a challenge for universities, especially in Indonesia. The lack of adoption of virtual technology and the design of virtual learning activities still carry the stigma of inadequate technological literacy.