Teaching and learning practices across all educational levels are being significantly challenged by the disruptive power and widespread adoption of Generative AI (GenAI) tools. Educators are caught between the excitement of innovation and concerns about the genuine learning benefits, ethical implications, and the adequacy of current teaching methods and assessments.
In the field of Human-Computer Interaction (HCI), there is a pressing need for educators to review traditional processes and methods for designing technology now with GenAI support and to find validated ways to incorporate it into teaching and learning.
To address these challenges collaboratively, the IFIP TC13 – Working Group 13.1 hosted an Open Forum on AI tools in HCI Education. This event brought together HCI educators from five continents to share experiences and concerns.
A highlight of this online meeting was a presentation by Professor Giuliana Vitiello from the University of Salerno in Italy, who shared their experience using a social robot in HCI teaching. This robot can perform various roles, such as role-playing as users, participating in brainstorming, conducting user testing by recognising emotions, and even taking part in assessments.
Another contribution came from Professor Paula Cardoso of the Federal University of Pará in Brazil, who shared insights on using ChatGPT as a consultation tool in a written HCI exam. This experience highlighted the critical need to enhance AI literacy among educators and students, enabling them to critically evaluate the potential flaws and biases of such technologies.
These and other shared experiences highlight substantial challenges in curricula, pedagogy and the social aspects of adopting GenAI in HCI education.
Students need a foundational understanding of GenAI, including its strengths, weaknesses and ethical implications. They should develop skills in creating effective prompts, evaluating GenAI outputs, identifying biases and cross-referencing information. Educators must also integrate responsible GenAI use into HCI modules, equipping students to navigate ethical dilemmas throughout the technology design process. This involves open discussions and critical reflections on GenAI’s implications.
A pedagogical approach grounded in critical engagement is essential, where educators design activities that leverage GenAI tools to enhance learning while ensuring students independently develop essential HCI skills. Assessments should be complex enough to challenge students beyond what GenAI can easily solve, requiring them to apply knowledge, analyse scenarios, evaluate design choices and engage in higher-order thinking.
Additionally, mitigating the digital divide is crucial, as access to advanced AI technologies often requires resources that are not equally available to all students. Educators should explore strategies to ensure equitable access and participation, advocating for greater investment in educational technology in under-resourced regions.
These challenges evidence that integrating GenAI into HCI education is not a simple process. As GenAI technologies evolve rapidly, educators need ongoing opportunities to stay informed about the latest developments and their educational implications. Educational research and initiatives for experience exchange are vital for navigating this transitional period, preparing students to embrace new approaches to designing technology in their professional paths effectively and responsibly.
