Responding to Generative AI Technologies with Research-through-Design: The Ryelands AI Lab as an Exploratory Study
Authors: 
Jesse Josua Benjamin, 
Joseph Lindley, Elizabeth Edwards, 
Elisa Rubegni, Tim Korjakow, David Grist, Rhiannon SharkeyAuthors Info & Claims
Pages 1823 - 1841
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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Index Terms
- Responding to Generative AI Technologies with Research-through-Design: The Ryelands AI Lab as an Exploratory Study
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