Responding to Generative AI Technologies with Research-through-Design: The Ryelands AI Lab as an Exploratory Study
<|reference_start|>Responding to Generative AI Technologies with Research-through-Design: The Ryelands AI Lab as an Exploratory Study: 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.<|reference_end|>
@article{benjamin2024responding,
    title={Responding to Generative AI Technologies with Research-through-Design:
  The Ryelands AI Lab as an Exploratory Study},
    author={Jesse Josua Benjamin, Joseph Lindley, Elizabeth Edwards, Elisa
  Rubegni, Tim Korjakow, David Grist, Rhiannon Sharkey},
    journal={arXiv preprint arXiv:2405.04677},
    year={2024},
    doi={10.1145/3643834.3660677},
    archivePrefix={arXiv},
    eprint={2405.04677},
    primaryClass={cs.HC cs.AI cs.CY}
}