The paper “Teaching and testing in the era of text-generative AI: exploring the needs of students and teachers” by Jochim and Lenz-Kesekamp (2025) [1] offer a framework to characterize the use and domestication of Generative AI based on general Domestication Theory [2,3].
The framework may be helpful when assessing the use of Generative AI in courses, teaching, research, administration and related areas.
The 4 identified levels are:
- Familiarisation or Appropriation : Learning about and experimenting with Generative AI in a number of different contexts
- Objectification: Integrating Generative AI routines into e.g. studying or teaching
- Incorporation: Use of Generative AI becomes systematic, structured and thought-out in academic work on a regular basis
- Conversion: Generative AI changes the academic culture
These levels bear some resemblance with other models, like the Capability Maturity Model or the Temporality of Experience [4].
See the paper [1] for more details.
[1] Jochim, J., & Lenz-Kesekamp, V. K. (2025). “Teaching and testing in the era of text-generative AI: exploring the needs of students and teachers.” Information and learning sciences, 126(1/2), 149-169.
[2] Silverstone, R., Hirsch, E. and Morley, D. (1992), “Information and communication technologies and the moral economy of the household”, in Silverstone and Hirsch, R. (Eds), Consuming Technologies. Media and Information in Domestic Spaces, 1st ed., Routledge, London, pp. 15-31.
[3] Silverstone, R. (1994), Television And Everyday Life, Routledge, London.
[4] Karapanos, E., Zimmerman, J., Forlizzi, J., & Martens, J. B. (2009, April). User experience over time: an initial framework. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 729-738).