Student Reflections on Self-Initiated GenAI Use in HCI Education

Exploring the Impact of Generative AI on HCI Education

Introduction to GenAI in HCI Education

Generative Artificial Intelligence (GenAI) tools like GPT-4 and DALL-E are making waves in various fields, including education. A recent study investigated how these technologies were used by students in a Human-Computer Interaction (HCI) design class. Students had the option to utilize GenAI tools, and their reflections offer valuable insights into the potential advantages and pitfalls of integrating such technologies into educational settings.

Methodology and Student Engagement

The study was conducted through interviews with 17 students who had completed a university course focused on interactive device design. These interviews were designed to gather students' direct experiences and reflections on their self-initiated use of GenAI tools throughout the course. The insights provided a nuanced understanding of how GenAI was utilized across different stages of the design process, as outlined by the Double Diamond model, which includes four phases: Discover, Define, Develop, and Deliver.

Utilization of GenAI in Design Phases

The research findings provide a detailed exploration of how students employed GenAI tools across the various phases of the design process:

• Discover Phase: This initial stage involved generating ideas and conducting user research. GenAI tools were used for brainstorming and developing interview questions, helping students to quickly gather and synthesize initial data.
• Define Phase: During this phase, students used GenAI for creating storyboards and developing user personas. These activities are critical for setting project directions and understanding user needs.
• Develop Phase: This is where GenAI showed significant utility, especially in prototyping and code generation. Tools such as ChatGPT helped with coding, debugging, and even hardware integration, which accelerated the development process and reduced troubleshooting time.
• Deliver Phase: In the final phase, GenAI aided in documentation and feedback synthesis. This included automating repetitive documentation tasks and analyzing feedback, which allowed students to focus more on refining their designs.

Reflections on GenAI's Impact

While the use of GenAI offered several benefits such as speeding up the design process and enhancing creativity, students also expressed concerns about potential negative impacts on learning. The primary worries involved:

• Surface Learning: There was apprehension that reliance on GenAI for critical thinking tasks, such as generating user interview questions or synthesizing feedback, might lead to a shallow understanding of complex problems.
• Critical Thinking: Students noted that while GenAI could provide quick answers or suggestions, it often lacked the depth necessary for thorough analysis and reflection, essential components of the HCI design process.

Concluding Thoughts

The exploration of GenAI in HCI education showcases a double-edged sword; it brings about efficiency and sparks innovation but also threatens to undermine deep learning and critical engagement. The study emphasizes the need for educational frameworks that balance the benefits of GenAI with strategies to ensure it does not compromise the core pedagogical goals of fostering thorough understanding and thoughtful interaction design.

As we move forward, the integration of GenAI in education should be handled with a nuanced approach that promotes its advantages while guarding against its potential to diminish the educational experience. Adjustments to course structures and evaluation methodologies might be necessary to harness the power of GenAI responsibly. This reflection serves as a foundational step in understanding and navigating the evolving landscape of AI in education.