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| Main Authors: | , , , |
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| Format: | Preprint |
| Published: |
2025
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2510.09492 |
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| _version_ | 1866918322346393600 |
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| author | Lau, Sam Boroojeni, Kianoosh Keeling, Harry Marroquin, Jenn |
| author_facet | Lau, Sam Boroojeni, Kianoosh Keeling, Harry Marroquin, Jenn |
| contents | Generative AI (GenAI) tools are increasingly pervasive, pushing instructors to redesign how students use GenAI tools in coursework. We conceptualize this work as emergency pedagogical design: reactive, indirect efforts by instructors to shape student-AI interactions without control over commercial interfaces. To understand practices of lead users conducting emergency pedagogical design, we conducted interviews (n=13) and a survey (n=169) of computing instructors. These instructors repeatedly encountered five barriers: fragmented buy-in for revising courses; policy crosswinds from non-prescriptive institutional guidance; implementation challenges as instructors attempt interventions; assessment misfit as student-AI interactions are only partially visible to instructors; and lack of resources, including time, staffing, and paid tool access. We use these findings to present emergency pedagogical design as a distinct design setting for HCI and outline recommendations for HCI researchers, academic institutions, and organizations to effectively support instructors in adapting courses to GenAI. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2510_09492 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Barriers that Programming Instructors Face While Performing Emergency Pedagogical Design to Shape Student-AI Interactions with Generative AI Tools Lau, Sam Boroojeni, Kianoosh Keeling, Harry Marroquin, Jenn Human-Computer Interaction Generative AI (GenAI) tools are increasingly pervasive, pushing instructors to redesign how students use GenAI tools in coursework. We conceptualize this work as emergency pedagogical design: reactive, indirect efforts by instructors to shape student-AI interactions without control over commercial interfaces. To understand practices of lead users conducting emergency pedagogical design, we conducted interviews (n=13) and a survey (n=169) of computing instructors. These instructors repeatedly encountered five barriers: fragmented buy-in for revising courses; policy crosswinds from non-prescriptive institutional guidance; implementation challenges as instructors attempt interventions; assessment misfit as student-AI interactions are only partially visible to instructors; and lack of resources, including time, staffing, and paid tool access. We use these findings to present emergency pedagogical design as a distinct design setting for HCI and outline recommendations for HCI researchers, academic institutions, and organizations to effectively support instructors in adapting courses to GenAI. |
| title | Barriers that Programming Instructors Face While Performing Emergency Pedagogical Design to Shape Student-AI Interactions with Generative AI Tools |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2510.09492 |