Accepted author manuscript, 19.5 MB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Licence: CC BY-NC-SA: Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
}
TY - GEN
T1 - Responding to Generative AI Technologies with Research-through-Design
T2 - The Ryelands AI Lab as an Exploratory Study
AU - Benjamin, Jesse
AU - Lindley, Joseph
AU - Edwards, Liz
AU - Rubegni, Elisa
AU - Korjakow, Tim
AU - Grist, David
AU - Sharkey, Rhiannon
PY - 2024/7/1
Y1 - 2024/7/1
N2 - Generative AI technologies demand new practical and critical competencies, which call on design to respond to and foster these. We present an exploratory study guided by Research-through-Design, in which we partnered with a primary school to develop a constructionist curriculum centered on students interacting with a generative AI technology. We provide a detailed account of the design of and outputs from the curriculum and learning materials, finding centrally that the reflexive and prolonged ‘hands-on’ approach led to a co-development of students’ practical and critical competencies. From the study, we contribute guidance for designing constructionist approaches to generative AI technology education; further arguing to do so with ‘critical responsivity.’ We then discuss how HCI researchers may leverage constructionist strategies in designing interactions with generative AI technologies; and suggest that Research-through-Design can play an important role as a ‘rapid response methodology’ capable of reacting to fast-evolving, disruptive technologies such as generative AI.
AB - Generative AI technologies demand new practical and critical competencies, which call on design to respond to and foster these. We present an exploratory study guided by Research-through-Design, in which we partnered with a primary school to develop a constructionist curriculum centered on students interacting with a generative AI technology. We provide a detailed account of the design of and outputs from the curriculum and learning materials, finding centrally that the reflexive and prolonged ‘hands-on’ approach led to a co-development of students’ practical and critical competencies. From the study, we contribute guidance for designing constructionist approaches to generative AI technology education; further arguing to do so with ‘critical responsivity.’ We then discuss how HCI researchers may leverage constructionist strategies in designing interactions with generative AI technologies; and suggest that Research-through-Design can play an important role as a ‘rapid response methodology’ capable of reacting to fast-evolving, disruptive technologies such as generative AI.
U2 - 10.1145/3643834.3660677
DO - 10.1145/3643834.3660677
M3 - Conference contribution/Paper
SP - 1823
EP - 1841
BT - DIS '24 Proceedings of the 2024 ACM Designing Interactive Systems Conference
A2 - Vallgårda, Anna
A2 - Jönsson, Li
A2 - Fritsch, Jonas
A2 - Fdili Alaoui, Sarah
A2 - Le Dantec, Christopher A.
PB - ACM
CY - New York
ER -