Abstract
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.
Abstract (translated)
生成式AI技术需要新的实用和批判性能力，这需要设计来应对和促进这些能力。我们进行了一项研究导向设计的研究，其中我们与一所小学合作，开发了一种以学生与生成式AI技术互动为中心的课程。我们详细介绍了课程的设计和输出，发现中心地带是采用反思和持续的“动手”方法导致了学生实践和批判能力的共同发展。从研究中，我们提供了设计生成式AI技术教育构建主义方法的指导；进一步主张采用“批判性反应”来这样做。然后我们讨论了HCI研究人员如何在设计与生成式AI技术的交互中利用构建主义方法；建议研究导向设计可以作为“快速响应方法”，应对快速发展和颠覆性的技术，如生成式AI。
URL
https://arxiv.org/abs/2405.04677
