Responding to Generative AI Technologies with Research-through-Design: The Ryelands AI Lab as an Exploratory Study
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arXiv
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| Autori principali: | , , , , , , |
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| Natura: | Preprint |
| Pubblicazione: |
2024
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| _version_ | 1866916238943322112 |
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| author | Benjamin, Jesse Josua Lindley, Joseph Edwards, Elizabeth Rubegni, Elisa Korjakow, Tim Grist, David Sharkey, Rhiannon |
| author_facet | Benjamin, Jesse Josua Lindley, Joseph Edwards, Elizabeth Rubegni, Elisa Korjakow, Tim Grist, David Sharkey, Rhiannon |
| contents | 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. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2405_04677 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | Responding to Generative AI Technologies with Research-through-Design: The Ryelands AI Lab as an Exploratory Study Benjamin, Jesse Josua Lindley, Joseph Edwards, Elizabeth Rubegni, Elisa Korjakow, Tim Grist, David Sharkey, Rhiannon Human-Computer Interaction Artificial Intelligence Computers and Society 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. |
| title | Responding to Generative AI Technologies with Research-through-Design: The Ryelands AI Lab as an Exploratory Study |
| topic | Human-Computer Interaction Artificial Intelligence Computers and Society |
| url | https://arxiv.org/abs/2405.04677 |