From Domain Understanding to Design Readiness: a playbook for GenAI-supported learning in Software Engineering
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arXiv
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| Format: | Preprint |
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2026
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| _version_ | 1866908927764987904 |
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| author | Wlodarski, Rafal |
| author_facet | Wlodarski, Rafal |
| contents | Software engineering courses often require rapid upskilling in supporting knowledge areas such as domain understanding and modeling methods. We report an experience from a two-week milestone in a master's course where 29 students used a customized ChatGPT (GPT-3.5) tutor grounded in a curated course knowledge base to learn cryptocurrency-finance basics and Domain-Driven Design (DDD). We logged all interactions and evaluated a 34.5% random sample of prompt-answer pairs (60/~174) with a five-dimension rubric (accuracy, relevance, pedagogical value, cognitive load, supportiveness), and we collected pre/post self-efficacy. Responses were consistently accurate and relevant in this setting: accuracy averaged 98.9% with no factual errors and only 2/60 minor inaccuracies, and relevance averaged 92.2%. Pedagogical value was high (89.4%) with generally appropriate cognitive load (82.78%), but supportiveness was low (37.78%). Students reported large pre-post self-efficacy gains for genAI-assisted domain learning and DDD application. From these observations we distill seventeen concrete teaching practices spanning prompt/configuration and course/workflow design (e.g., setting expected granularity, constraining verbosity, curating guardrail examples, adding small credit with a simple quality rubric). Within this single-course context, results suggest that genAI-supported learning can complement instruction in domain understanding and modeling tasks, while leaving room to improve tone and follow-up structure. |
| format | Preprint |
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arxiv_https___arxiv_org_abs_2604_00120 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | From Domain Understanding to Design Readiness: a playbook for GenAI-supported learning in Software Engineering Wlodarski, Rafal Software Engineering Artificial Intelligence K.3.2; D.2.10; I.2.6 Software engineering courses often require rapid upskilling in supporting knowledge areas such as domain understanding and modeling methods. We report an experience from a two-week milestone in a master's course where 29 students used a customized ChatGPT (GPT-3.5) tutor grounded in a curated course knowledge base to learn cryptocurrency-finance basics and Domain-Driven Design (DDD). We logged all interactions and evaluated a 34.5% random sample of prompt-answer pairs (60/~174) with a five-dimension rubric (accuracy, relevance, pedagogical value, cognitive load, supportiveness), and we collected pre/post self-efficacy. Responses were consistently accurate and relevant in this setting: accuracy averaged 98.9% with no factual errors and only 2/60 minor inaccuracies, and relevance averaged 92.2%. Pedagogical value was high (89.4%) with generally appropriate cognitive load (82.78%), but supportiveness was low (37.78%). Students reported large pre-post self-efficacy gains for genAI-assisted domain learning and DDD application. From these observations we distill seventeen concrete teaching practices spanning prompt/configuration and course/workflow design (e.g., setting expected granularity, constraining verbosity, curating guardrail examples, adding small credit with a simple quality rubric). Within this single-course context, results suggest that genAI-supported learning can complement instruction in domain understanding and modeling tasks, while leaving room to improve tone and follow-up structure. |
| title | From Domain Understanding to Design Readiness: a playbook for GenAI-supported learning in Software Engineering |
| topic | Software Engineering Artificial Intelligence K.3.2; D.2.10; I.2.6 |
| url | https://arxiv.org/abs/2604.00120 |