Abstract
This research answers the call for Information Systems (IS) faculty to actively embrace rapidly advancing AI tools in teaching. We experimented with redesigning learning activities in two courses, requiring students to use GenAI, to aid student learning and teach responsible use of GenAI. The results show that students in the experimental group performed at the same or a higher level than those in the control group in terms of learning. Additionally, the two major concerns reported in prior research, (1) academic integrity and (2) student overreliance on AI and AI hallucinations, were not issues in our study. We conducted a student perception survey and found that students responded favorably to GenAI assignments, though not all students actively engaged with GenAI. This research demonstrates two ways of incorporating GenAI in teaching (assisting with writing a technical report and learning programming concepts) and provides initial empirical support for proactively adopting GenAI in higher education. Learning from the experiment, we provide practical recommendations for applying GenAI in teaching and learning IS subjects.