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arXiv · 2405.04677

Responding to Generative AI Technologies with Research-through-Design: The Ryelands AI Lab as an Exploratory Study

Jesse Josua Benjamin·Joseph Lindley·Elizabeth Edwards·Elisa Rubegni·Tim Korjakow·David Grist·Rhiannon Sharkey
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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.

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Jesse Josua Benjamin, Joseph Lindley, Elizabeth Edwards, Elisa Rubegni, Tim Korjakow, David Grist, Rhiannon Sharkey. 2024-05-07. Responding to Generative AI Technologies with Research-through-Design: The Ryelands AI Lab as an Exploratory Study. https://doi.org/10.1145/3643834.3660677

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