Responding to Generative AI Technologies with Research-through-Design: The Ryelands AI Lab as an Exploratory Study
Open accessAbstract
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.
AI snapshot
Written from the paper’s full text.
TL;DR
This exploratory Research-through-Design study partnered with a primary school to design and deliver a six-week constructionist curriculum in which students interacted directly with a generative AI text-to-image model. It found that students’ practical and critical competencies co-developed through prolonged hands-on engagement, and it contributes guidance for constructionist generative AI education, “critical responsivity,” and RtD as a rapid response methodology.
Key findings
- Over the first five weeks, students created more than 2,000 images; practical and critical competencies appeared to co-develop rather than develop separately, as when a student’s week 5 Van Gogh-style re-generation produced a superfluous hand and prompted class discussion that AI aggregates pixels rather than “knowing” what it generates.
- In the week 5 questionnaire (n=48), a combined majority (n=33) said it was okay to use artists’ styles, but a slight majority of those (n=17) qualified this conditionally; n=26 said AI image generation was not as creative as painting; n=18 felt ownership of the prompt, n=16 of the generated image, and n=7 selected both.
- Teachers reported increased confidence and changed perspectives: T1 stated “I feel more confident to talk about [AI technologies], I can lead those conversations now,” while T2 described a shift from basic systems questions toward “ownership and art and creativity” and said students “were able to find different layers to it with every single session.”
- The paper proposes constructionist curricula for co-developing practical and critical engagement with generative AI, “critical responsivity” in curriculum design, constructionist strategies for designing generative AI systems, and RtD as a “rapid response methodology” for disruptive technologies.
Methods
- RtD-guided exploratory study with a primary school in Northwest England; two Year 4 classes of students aged 7–9 and two teachers; six weekly lessons plus a post-deployment exhibition and an imaginary school prospectus.
- The curriculum centered on a custom web interface to Stable Diffusion, with four interface versions across six lessons and weekly reflexive adaptations; a hidden negative prompt was frontloaded to reduce explicit content.
- Data included more than 2,000 generated images, worksheets, a week 5 questionnaire (n=48), and post-deployment semi-structured teacher interviews (approximately 30 minutes individually plus a 15-minute group discussion); analysis was reflection-in/on-action and teacher interviews were considered from an ethnomethodologically informed perspective.
Limitations
- The paper states a small sample: one exploratory study in one school with one specific set of teachers and students, so findings are “intermediate knowledge” and a sample of one; it cannot rule out a novelty effect.
- The paper states future work is needed for triangulation, scalability, and sustainability, and notes missed opportunities for critical responsivity, such as not acting on the search-engine comparison and “pattern leakage,” and needing more “sharp end” examples of AI harms.
- Evident from the text: there was no control group or comparison condition; the intervention was short (six weeks) with no long-term follow-up; only two teachers were interviewed; and the authors reflect on their positionality as white male Europeans without professional primary education expertise.
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Claims the paper makes
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- Findingown data§ ABSTRACT · p. 1
The reflexive and prolonged 'hands-on' approach led to a co-development of students' practical and critical competencies.
“finding centrally that the reflexive and prolonged 'hands-on' approach led to a co-development of students' practical and critical competencies.”
- Also stated in: § 1 INTRODUCTION · p. 2 · hedged
“In the study specific findings, we document centrally how practical and critical competencies of students appeared to co -evolve and report on the teachers' views of the curriculum”
Quote in the paperSubstantial claim - Also stated in: § 1 INTRODUCTION · p. 2 · hedged
- Findingown data§ 5.2 Findings on Responsivity in the Curriculum Design Process · p. 13
The intervention resulted in teachers seeing the actual technical process of AI demystified.
“Akin to the description of the students' progress, they saw the intervention resulting in '[having] the [actual technical] process of it demystified' (T2)”
Quote in the paperSubstantial claim - Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 11
Students answering that it wasn't OK to use artists' styles were much less ambiguous when expanding on this selection, arguing that it would be a threat to their livelihood and theft.
“However, the students answering that it wasn't OK to use artists' styles were much less ambiguous when expanding on this selection, arguing that it would be a threat to their livelihood and theft.”
Quote in the paperNot a substantial claim - Findingown data§ 5.2 Findings on Responsivity in the Curriculum Design Process · p. 13
The Ryelands AI Lab was seen by teachers as having potential to be adapted in a similar way to existing packaged resources for teachers.
“The Ryelands AI Lab was seen as having potential to be adapted in a similar way, because 'the skeleton was able to be adapted so much and also the sharing of ideas and things enabled it to be really kind of a fluid approach and, and a really creative approach' (T1).”
Quote in the paperNot a substantial claim - Findingown data§ 5.2 Findings on Responsivity in the Curriculum Design Process · p. 13
The Ryelands AI Lab project had a significant impact on the teachers and their perspectives on teaching about technology on three levels.
“The teachers reported that the Ryelands AI Lab project had a significant impact on them and their perspectives on teaching about technology on three levels.”
Quote in the paperSubstantial claim
- Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 10
The Ryelands AI Lab curriculum's major constructionist attribute was that students' practical and critical competencies developed not distinctly but in interrelationship.
“The major constructionist attribute of the curriculum is that we observed practical and critical competencies developing not distinctly, but rather exhibiting an interrelationship.”
Quote in the paperSubstantial claim - Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 10
The change towards more deliberate choices was not clear-cut, as shown by three lower images in the week 3 column that do not directly seem to relate to the goal of re-imagining the primary school.
“At the same time, this is not a clear-cut change as is shown by the three lower images in the week 3 column (see again Figure 11) which do not directly seem to relate to the goal of re-imagining the primary school.”
Quote in the paperNot a substantial claim - Findingown data§ 5.2 Findings on Responsivity in the Curriculum Design Process · p. 13
Before the project, teachers regarded AI in terms of how 'people are worried about it' and as a 'big, scary monster'.
“First, concerning their own knowledge of and attitudes towards AI technologies, they previously regarded AI in terms of how 'people are worried about it' (T1) and as 'this kind of big, scary monster like skirting around the periphery of everything' (T2).”
Quote in the paperNot a substantial claim - Findingown data§ 3.2 Contextual Overview · p. 5
It only became clear through practice that a crucial qualifier for measuring success would be the intentional application of skills.
“For instance, while we always assumed that the student's gain of particular practical skills would be an important measure of success for our approach, it only became clear through practice that a crucial qualifier for this measure would be the intentional application of skills.”
Quote in the paperNot a substantial claim - Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 10
Students' choices of prompts in the first two weeks seemed either random or unlikely things from everyday life or pop culture.
“Students' choices of prompts in the first two weeks seemed either random or unlikely things from everyday life or pop culture (e.g., Harry Potter, TikTok memes, footballers); providing a baseline for our observation of competency development.”
Quote in the paperNot a substantial claim - Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 10
Following the introduction of the 'Reimagining Ryelands' lab project in week 3, the image generations tended towards more deliberate choices.
“Following the introduction of the 'Reimagining Ryelands' lab project in the third week, the image generations tended towards more deliberate choices.”
Quote in the paperNot a substantial claim - Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 11
A slightly larger share of students (n=18) expressed feelings of ownership regarding the prompt, which 'came from my head.'
“Concerning ownership, a slightly larger share of students (n=18) expressed feelings of ownership regarding the prompt, which 'came from my head.'”
Quote in the paperNot a substantial claim - Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 10
As students' practical know-how grew through continuous and diverse interactive sessions, they became more capable of reflecting on and independently identifying critical aspects of their activity and the involved image diffusion technology.
“Essentially, as practical know-how grew through continuous and diverse interactive sessions, students became more capable of reflecting on and even independently identifying critical aspects of their activity and the involved image diffusion technology.”
Quote in the paperSubstantial claim - Findingreasoning§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 13
The final phase of processing and sharing outputs was key to explicating and celebrating the 'flow of the work' with participants and related stakeholders.
“Third, the final phase of processing and sharing outputs of the exploratory study was key to both explicate as well as celebrate the 'flow of the work' with our participants and related stakeholders; here students, siblings, and people with parental duties.”
Quote in the paperSubstantial claim - Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 13
The weekly lessons formed responsive, interrelated components that fed into each other as the delivery progressed.
“As illustrated in Figure 1, the weekly lessons essentially formed responsive, interrelated components that fed into each other as the delivery progressed.”
Quote in the paperSubstantial claim - Findingreasoning§ 4.2 Deployment: In-Person Delivery and Reflexive Adaptations · p. 7
The lesson foci shifted significantly following the introduction of the lab project 'Reimagining Ryelands' in week 3, which the authors decided to pursue in response to the high quality of student engagement and to challenge students with a concrete goal relevant to their everyday lives.
“Additionally, it is noteworthy that the lesson foci shifted significantly following the introduction of the lab project 'Reimagining Ryelands' in week 3, which we decided to pursue in response to the high quality of student engagement and to challenge students with a concrete goal relevant to their everyday lives.”
Quote in the paperNot a substantial claim - Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 10
Over the first five weeks in the school, students created more than 2,000 images using corresponding prompts and parameters.
“Over the first five weeks in the school the students created more than 2,000 images using corresponding prompts and parameters (week 6 was about reflection and discussion, so involved no image generation).”
Quote in the paperNot a substantial claim - Findingown data§ 6.2 Research-through-Design as a 'Rapid Response Methodology' · p. 15
The initial plans for the intervention did not 'survive first contact' with the realities of introducing fundamental concepts alongside the 'mind-blowing' effect of creating never-seen-before images from words.
“As stated repeatedly above, these initial plans did not 'survive first contact' with the realities of introducing fundamental concepts alongside the 'mind-blowing' effect of the sheer possibility to create never-seen-before images from words.”
Quote in the paperSubstantial claim - Findingown data§ 6.2 Research-through-Design as a 'Rapid Response Methodology' · p. 15
The authors could rapidly adapt to the flow of the interventions rather than having to stick to a pre-given and potentially less impactful plan.
“While we, therefore, did not achieve the same scope of topics and technologies we had initially sought out, we could rapidly adapt to the flow of the interventions rather than having to stick to a pre-given and potentially less impactful plan.”
Quote in the paperSubstantial claim - Interpretationreasoning§ 1 INTRODUCTION · p. 2
RtD, with its emphasis on novel materials and extended experiences thereof, can provide opportunities for exploring how young people encounter and form competencies with generative AI technologies.
“In turn, we argue that RtD, with its emphasis on novel materials and extended experiences thereof, can provide opportunities for exploration how young people encounter and form competencies with generative AI technologies.”
Quote in the paperNot a substantial claim - Premisenone given§ 2 RELATED WORK · p. 3
Exploratory work such as Lee and colleagues' 'Prompt aloud!' has yet to conduct a prolonged engagement of learners on a more qualitative footing.
“Further, exploratory work such as Lee and colleagues' 'Prompt aloud!' [54] has yet to conduct a prolonged engagement of learners on a more qualitative footing.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [54] source
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- Premisecitation§ 2 RELATED WORK · p. 3
There are only limited approaches that both involve education practitioners in the process and also center on actual use of the technology as opposed to hypothetical use.
“There are, however, only limited approaches that both involve education practitioners in the process and also center on actual use of the technology as opposed to hypothetical use [94].”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [94] source
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- Interpretationown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 11
The critical competency component of AI literacy, which may seem as the most challenging to convey to young people, can be significantly scaffolded by practical know-how.
“and (2) that the critical competency component of AI literacy, which may seem as the most challenging to convey to young people, can be significantly scaffolded by practical know-how.”
Quote in the paperSubstantial claim - Interpretationown data§ 5.2 Findings on Responsivity in the Curriculum Design Process · p. 14
A constructionist, hands-on engagement with generative AI technologies is valuable not only for students but also for teachers, helping them reflect on their teaching strategies.
“In sum, the impact on the teachers reported here is indicative that a constructionist, hands-on engagement with generative AI technologies is not only valuable within its own lifetime and solely for students, but also seemed valuable to the teachers, helping them to reflect on their teaching strategies.”
Quote in the paperSubstantial claim - Interpretationreasoning§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 13
The co-development of competencies was especially fostered by the responsive, interrelated weekly lessons.
“We argue that the co-development of competencies was especially fostered in this regard.”
Quote in the paperSubstantial claim - Interpretationreasoning§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 10
The familiarity and ease with which students engaged the image generation tool made space for the strengthening of critical competencies such as observation and reflection.
“In other words, the familiarity and ease with which students then engaged the image generation tool made space for the strengthening of critical competencies such as observation and reflection.”
Quote in the paperSubstantial claim - Interpretationreasoning§ 4.1 Pre-Deployment: Research and (Co-)Design · p. 6
The need to frontload a hidden negative prompt was a first practical indication of critical concerns around introducing generative AI technologies to minors.
“This was a first practical indication of critical concerns around introducing generative AI technologies to minors, which we reflect on in our discussion (see section 5.2.2).”
Quote in the paperNot a substantial claim- Rests on an assumption: Explicit content can be created with image diffusion models.
- Interpretationcitation§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 11
In-depth and prolonged hands-on engagement with generative AI technologies is needed to really pursue the development of competencies.
“Specifically, the instantiation of our exploratory study phases (see Figure 1) show that, as highlighted in other work, indepth and prolonged hands-on engagement with generative AI technologies is needed to really pursue the development of competencies.”
Quote in the paperSubstantial claim0 of 2 sources checked - Study design and conductreasoning§ 3.1 Research-through-Design as Guiding Methodology · p. 4
The findings are based on a sample of one (only one instance of the constructionist curriculum was evaluated).
“This imports some limitations, for example our findings are based on sample of one (i.e., only one instance of the constructionist curriculum was evaluated).”
Quote in the paperSubstantial claim - Premisecitation§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 11
Factors of time and exploration are yet to be explored in emerging approaches to generative AI education, such as Lee et al.'s 'Prompt aloud!' project lasting a single 90 minute lesson.
“which are factors yet to be explored in the emerging approaches to generative AI education (e.g., the 'Prompt aloud!' project by Lee and colleagues [54] lasting for a single 90 minute lesson).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [54] source
Not checked in the free run.
- Interpretationown data§ 5.2 Findings on Responsivity in the Curriculum Design Process · p. 14
Through literacy gains surrounding AI technologies, other aspects of media (in this case, images) can become targets for more reflective engagement as well.
“This indicates that through literacy gains surrounding AI technologies, other aspects of media (in this case, images) can become targets for more reflective engagement as well.”
Quote in the paperSubstantial claim - Premisecitation§ 4.1 Pre-Deployment: Research and (Co-)Design · p. 5
Keystage 2 Year 4 students' design and technology learning goals especially referred to the study of 'past and present design and technology [through which] they develop a critical understanding of its impact on daily life and the wider world'.
“we found that Keystage 2 Year 4 students' design and technology learning goals especially referred to the study of 'past and present design and technology [through which] they develop a critical understanding of its impact on daily life and the wider world' [29].”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [29]
Not checked in the free run.
- Interpretationreasoning§ 5.2 Findings on Responsivity in the Curriculum Design Process · p. 14
The disclosure of having added safety measures (e.g., locked negative prompts) can function as a way to critically ground reflection on the capacities and dangers of generative AI technologies.
“the disclosure of having done so (i.e., of having further biased a biased model) can function as a way to critically ground reflection on the capacities and dangers of generative AI technologies.”
Quote in the paperSubstantial claim - Interpretationown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 11
The ambiguity and idiosyncrasies in students' responses indicate that their competencies were not only repeated following instruction, but developed through actual engagement with the technology at hand.
“The ambiguity (and indeed idiosyncrasies) in these responses indicate that students' competencies were not only repeated following instruction, but developed through the actual engagement with the technology at hand.”
Quote in the paperSubstantial claim - Interpretationreasoning§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 10
At this stage of the curriculum, the development of practical competencies indicated latent critical competencies in the probing interactions the former also supported.
“At this stage of the curriculum, the development of practical competencies (in terms of achieving desired, task-oriented results) indicated latent critical competencies in the probing interactions the former also supported.”
Quote in the paperNot a substantial claim - Interpretationreasoning§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 13
Giving students' work a concrete form and a venue provided another setting in which students could reflect on and share the competencies they built up, particularly with those in their lives who may take a longer view.
“By giving students' work a concrete form (i.e., the imaginary prospectus built on the 'Reimagining Ryelands' lab project) and a venue (i.e., the handing over of a prospectus copy for each student in an exhibition setting), another setting was provided in which students could reflect on and share the competencies they have built up; particularly with those in their lives who may take a longer view”
Quote in the paperSubstantial claim - Study design and conductnone given§ 6.3 Limitations and Future Work · p. 16
One of the main limitations of this project is its relatively small sample-one exploratory study in one school with one specific set of teachers and students.
“One of the main limitations of this project is its relatively small sample-one exploratory study in one school with one specific set of teachers and students.”
Quote in the paperSubstantial claim - Premisecitation§ 6.1 Constructionist Strategies in the Design of Generative AI Systems · p. 15
Text synthesis models such as ChatGPT are particularly prone to 'fabrications and falsifications'.
“to contextualize and weigh the outputs of text synthesis models such as ChatGPT that are particularly prone to 'fabrications and falsifications' [25].”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [25] source
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- Interpretationreasoning§ 6.2 Research-through-Design as a 'Rapid Response Methodology' · p. 16
The rapidly unfolding and ongoing event of generative AI technologies made it feasible for the authors to choose RtD as a methodology.
“We argue that it was exactly this rapidly unfolding and ongoing event which made it feasible for us to choose RtD as a methodology.”
Quote in the paperSubstantial claim - Interpretationreasoning§ 6.3 Limitations and Future Work · p. 16
The novelty effect remains a concern within the context of generative AI education approaches.
“While we think that it is exactly this novelty which needs to be addressed, and that RtD is in a position to do so (see section 6.2 above), it remains a concern within the context of generative AI education approaches.”
Quote in the paperSubstantial claim
- Classified as probably not a substantial claim. 66
- May combine two claims. 32
- The quote only partly states this claim. 1
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 11The responses for all three questions were ambiguous, but show consideration and reflection in this ambiguity.
“The responses for all three questions were ambiguous, but show consideration and reflection in this ambiguity.”
Quote in the paperNot a substantial claimMay combine two claims. The quote only partly states this claim.
Findingown data§ 5.2 Findings on Responsivity in the Curriculum Design Process · p. 13By the end of the project, teachers felt more confident to talk about AI technologies and lead conversations about them.
“whereas by the end T1 stated that 'I feel more confident to talk about [AI technologies], I can lead those conversations now' (T1).”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 11Teacher T2 described the observed development towards a more reflective stance as a shift from basic systems stuff to ownership and art and creativity.
“T2 describes the observed development towards a more reflective stance as a shift from 'the primary view [which is] basic systems stuff like 'how do I make you change color and how do I make it bigger?' [towards getting] into the nuts and bolts of kind of like ownership and art and creativity' (T2).”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 11There was some overlap with feelings of ownership of the generated image (n=16), with some students (n=7) selecting both.
“There was some overlap with feelings of ownership of the generated image (n=16), with some students (n=7) selecting both.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 11Some students said it was not as creative because they themselves had used the image generator, implying that they did not consider themselves creative.
“However, here again some answers were unexpected and not clear-cut, for instance some students said it was not as creative because they themselves had used the image generator, implying that they did not consider themselves creative.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 10In week 5, re-generating previously generated images in particular artists' styles led some students to recognize their previous prompts and note the differences and distinct appearance of the artists' styles, which led to conversation among authors and students.
“This led to some students recognizing their previous prompts and noting the differences and distinct appearance of the artists' styles, which led to conversation among authors and students why that may be”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 10A student showed an image where a superfluous hand appeared after the re-render in the style of Van Gogh.
“The student showed the image in Figure 9, where a superfluous hand appeared after the re-render in the style of Van Gogh.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 11The results for whether generating images with an AI technology was as creative as doing a painting were equally ambiguous, with a slight majority (n=26) saying it wasn't.
“The results for the question whether generating images with an AI technology was as creative as doing a painting was equally ambiguous, with a slight majority (n=26) saying it wasn't.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown data§ 5.2 Findings on Responsivity in the Curriculum Design Process · p. 13T2 highlighted the constructionist element of the curriculum, noting that it was rare to be in a situation where teachers know as little as the kids do when starting off.
“Second, from a pedagogical perspective, T2 highlighted the constructionist element of the curriculum, noting that it was 'really rare that we get to be in a situation where we know just as little as the kids do when we start off' (T2).”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown data§ 5.2 Findings on Responsivity in the Curriculum Design Process · p. 13The teachers attributed the success of the curriculum intervention to multiple factors: demystification of the process, shared experience, and bringing kids in as experts from the beginning.
“Concerning what it was that made this curriculum intervention successful, the teachers couldn't draw out one thing: 'It's like the demystification of the process, it's about the fact that it was a shared experience, it is about the fact that [...] you brought the kids in to be experts right from the beginning' (T2).”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 13Students had 'small revelations' through regular interactions with the image generation tool and then experimented further to find the limits of this new perspective.
“Facilitated by regular interactions directly with the image generation tool, the students seemed to have 'small revelations' (e.g., if something appears in the image they don't like, negative prompts may remove it) which they would then experiment with further to find the limits of this new perspective”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingnone given§ 4.3 Post-Deployment: Processing and Sharing Outputs · p. 9The aim to hold an exhibition and to design an 'imaginary' school prospectus only took shape during delivery in response to the outputs and ongoing questions.
“It should be noted that the aim to hold an exhibition and to design an 'imaginary' school prospectus only took shape during delivery in response to the outputs and ongoing questions.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 11A combined majority of students (n=33) stated that it was okay to use artists' styles; of these, a slight majority (n=17) further qualified this by saying it was only okay given a particular condition, such as the artist giving their consent or if they were dead.
“As is shown in the figure, a combined majority of students (n=33) stated that it was okay to use artists' styles, however of these a slight majority (n=17) further qualified this statement by saying it was only okay given a particular condition, such as the artist giving their consent or if they were dead.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 12During the second phase of the study, students showed high quality and engagement, which surprised the teachers and researchers.
“It is noteworthy that while the teachers and ourselves were surprised by the quality and high degree of engagement of students during the second phase”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 11In week 6, sharing controversial aspects and acknowledging built-in negative prompts led to a different kind of conversation than anticipated, with students and teachers reflecting on similarities to search engines and differences in that the image diffusion model could have generated upsetting things 'unprompted.'
“This led to a different kind of conversation than we anticipated, with students and teachers reflecting on the similarities to search engines and the fact that, verbatim, if you search for upsetting things you will get upset; but also allowed us to point out the differences in that the image diffusion model could have generated upsetting things 'unprompted.'”
Quote in the paperNot a substantial claim- Rests on an assumption: Explicit content can be created with image diffusion models.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 10The superfluous hand led to a class conversation on why the AI technology would show this hand, which led to discussing that AI technologies aggregate pixels rather than actually know what they generate.
“This led to a conversation in class on why the AI technology would show this hand, which, in combination with the previous conversation on artists' styles, led to discussing that AI technologies aggregate pixels rather than actually know what they generate.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim. May combine two claims.
Findingown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 11Teacher T2 attributed the development to the prolonged, hands-on approach, stating that students were able to find different layers with every session and their level of understanding grew.
“They attribute this to the prolonged, hands-on approach of the project, stating that the students 'were able to find different layers to it with every single session, with every single session, their level of understanding of it grew' (T2).”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
Findingnone given§ 6.3 Limitations and Future Work · p. 16The image generation tool can be accessed very easily by any device capable of web browsing.
“Given that one of the main learning artefacts, the image generation tool, can be accessed very easily by any device capable of web browsing”
Quote in the paperNot a substantial claimMay combine two claims.
Findingreasoning§ 6.2 Research-through-Design as a 'Rapid Response Methodology' · p. 15The RtD methodology followed allowed for a previously unplanned introduction of a lab project ('Reimagining Ryelands') and the subsequent creation of the prospectus and exhibition.
“Further, the RtD methodology we followed allowed for a previously unplanned introduction of a lab project ('Reimagining Ryelands') and the subsequent creation of the prospectus and exhibition.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingreasoning§ 6.2 Research-through-Design as a 'Rapid Response Methodology' · p. 15The relative openness of the topic of generative AI technologies in terms of its novelty and connections to UK curriculum subject areas led to a burgeoning of design possibilities.
“The relative openness of the topic of generative AI technologies in terms of its novelty and connections to all kinds of subject areas in the UK curriculum (e.g., art, citizenship, design, engineering) led to a burgeoning of design possibilities.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S4 (based). May combine two claims.
Interpretationreasoning§ 3.1 Research-through-Design as Guiding Methodology · p. 3The reflective and responsive design and simultaneous study of a curriculum intervention as a 'lab' for hands-on engagement with adapting materials is made methodologically possible through RtD, offering insights centered on how young people engage this disruptive technology directly rather than driven by industry headlines or public fears.
“The reflective and responsive design and simultaneous study of a curriculum intervention as a 'lab' for hands-on engagement with adapting materials is made methodologically possible through RtD, offering insights that are not driven by industry headlines or public fears but rather center on how young people engage this disruptive technology directly.”
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Premisecitation§ 2 RELATED WORK · p. 2The constructionist paradigm explicitly casts students as active learners taking part in interactions with materials which are crucial to learning and knowledge-acquisition.
“The constructionist paradigm explicitly casts students as active learners taking part in interactions with materials which are crucial to learning and knowledge-acquisition (see [4, 46, 56]).”
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Premisecitation§ 2 RELATED WORK · p. 2Constructionism posits that learning can arise from active creation, the development of socially meaningful artifacts, and the combination of self-reflection and interaction with others.
“Closely related to constructivism, which tends to focus on learner experience, constructionism posits that learning can arise from active creation, the development of socially meaningful artifacts, and the combination of self-reflection and interaction with others [19].”
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Interpretationreasoning§ 1 INTRODUCTION · p. 2The design at the center of the authors' use of RtD is the design of the curriculum as a whole, offering intermediate-level knowledge in generative AI technology education and methodological impetus on using RtD to engage with generative AI technologies reflectively.
“In turn, we argue that this offers intermediate-level knowledge both within the context of the study, i.e. generative AI technology education, as well as methodological impetus on the use of RtD to engage with generative AI technologies reflectively.”
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Premisenone given§ 3.1 Research-through-Design as Guiding Methodology · p. 3Studies of prolonged engagement of young people with actual generative AI technologies are lacking.
“Coupled with our observation that studies of prolonged engagement of young people with actual generative AI technologies are lacking, this forms the basis for our rationale to engage this context with RtD”
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Interpretationreasoning§ 2 RELATED WORK · p. 3A constructionist approach to learning how to use AI technologies may help address the limitation of prolonged qualitative engagement by leveraging a direct and sustained engagement with the technology.
“A constructionist approach to learning how to use AI technologies may help address the latter limitation by leveraging a direct and sustained engagement with the technology.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.
Interpretationcitation§ 2 RELATED WORK · p. 2AI literacy transcends declarative or explicit technical knowledge alone and must involve a broader awareness of the technology's societal implications and an ability to critically reflect on these.
“The consequence of this framing is that AI literacy transcends declarative or explicit technical knowledge alone and must involve a broader awareness of the technology's societal implications and an ability to critically reflect on these.”
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Premisenone given§ 1 INTRODUCTION · p. 2Opportunities for engaging directly with actual AI technologies in a prolonged manner have been limited.
“However, we observe that opportunities for engaging directly with actual AI technologies in a prolonged manner have been limited.”
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Premisecitation§ 1 INTRODUCTION · p. 2Considered education strategies are needed to help current and future generations of young people acquire practical and critical competencies for generative AI (AI literacy).
“Hence, there is an emerging consensus (see [21, 34]) that considered education strategies are needed to help current and future generations of young people be able to acquire practical and critical competencies for them-in other words, AI literacy (see [60]).”
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Premisecitation§ 2 RELATED WORK · p. 2There is a high likelihood that generative AI will have a transformative effect on a whole range of social, cultural, and economic issues.
“There is a high likelihood that generative AI will have a transformative effect on a whole range of social, cultural, and economic issues (see [34]).”
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Premisecitation§ 3.1 Research-through-Design as Guiding Methodology · p. 3RtD is a methodology that helps researchers investigate the speculative future, probing on what the world could and should be, through design-led exploration of materials, scenarios and concepts.
“RtD is a methodology that, in general, helps 'researchers to investigate the speculative future, probing on what the world could and should be' [84] through the design-led exploration of materials, scenarios and concepts.”
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Premisecitation§ 1 INTRODUCTION · p. 2Constructionist learning posits that models of the world are built through direct engagement with materials, and that this is an intrinsic part of how we gain knowledge.
“Constructionist learning posits that models of the world are built through the direct engagement with materials (see [45, 69]), and that this is an intrinsic part of how we gain knowledge.”
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Interpretationreasoning§ 2 RELATED WORK · p. 3Design-led inquiries of actual technologies have the potential to find radical new applications, concepts and frameworks, which the disruptive and practically as well as ethically challenging development of generative AI technology calls for.
“It is here that we see a promising opening for testing RtD in the generative AI education space: design-led inquiries of actual technologies have the potential to find radical new applications, concepts and frameworks, which the disruptive and practically as well as ethically challenging development of generative AI technology calls for.”
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Premisecitation§ 3.1 Research-through-Design as Guiding Methodology · p. 3Methods are needed to create 'alternative social laboratories' that can counter the industry dominance of how generative AI technologies enter society.
“As highlighted by Williamson, this is an important matter in the generative AI education space insofar as that methods are needed with which to create 'alternative social laboratories' [93] that can counter the industry dominance of how these technologies enter society.”
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Premisecitation§ 4.1 Pre-Deployment: Research and (Co-)Design · p. 5Stable Diffusion is capable of using natural text as an input for a training data guided process of diffusing noise into an image reflecting the text input.
“Like other text-to-image generation models, Stable Diffusion is capable to use natural text (along with other parameters, see 4.1.2) as an input for a training data guided process of diffusing noise into an image reflecting the text input.”
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Interpretationcitation§ 3.1 Research-through-Design as Guiding Methodology · p. 4The insights created would be a type of 'intermediate knowledge'.
“An implication of this approach is that the insights we would create would be be a type of 'intermediate knowledge' [41].”
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Study design and conductnone given§ 3.2 Contextual Overview · p. 5The analysis was extended to teacher interviews from an ethnomethodologically informed perspective, primarily directed by the first author's interpretation in relation to other considerations emerging from delivery and design activities.
“We extended this activity-led analysis to the teacher interviews as well, which we considered from an ethnomethodologically informed perspective; meaning that their analysis was primarily directed by the first author's interpretation in relation to other considerations emerging from the delivery and design activities in this project.”
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Interpretationreasoning§ 5.2 Findings on Responsivity in the Curriculum Design Process · p. 13Primary school teachers need to gain confidence and expertise in subject matters which they do not have extensive knowledge of themselves.
“This refers to the fact that especially primary school teachers need to gain confidence and expertise in subject matters which they do not have extensive knowledge of themselves.”
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Interpretationreasoning§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 13Practical and critical competencies will be required of current and future generations as a prerequisite to twenty-first century citizenship.
“practical and critical competencies will be required of current and future generations as a prerequisite to twenty-first century citizenship.”
Quote in the paperNot a substantial claimMay combine two claims.
Interpretationreasoning§ 4.2 Deployment: In-Person Delivery and Reflexive Adaptations · p. 7The weekly turnaround design led to substantial time demands but allowed more direct adaptation to actual needs and challenges that could not have been exhaustively or accurately formulated prior to deployment.
“While this led to substantial time demands, it also allowed us to more directly adapt to actual needs and challenges which could not have exhaustively or even accurately been formulated prior to deployment.”
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Premisecitation§ 4.1 Pre-Deployment: Research and (Co-)Design · p. 5Stable Diffusion was and continues to be highly prominent.
“The specific choice was Stable Diffusion [74], an image diffusion model that was and continues to be highly prominent.”
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Interpretationreasoning§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 10The conversation allowed for consideration that artists' celebrity leads to many pixels of their work being on the internet and that these were likely in the training data for the image diffusion model used.
“This allowed for a consideration of the celebrity of artists leading to many pixels of their work being on the internet and that these, unlike clearly identifiable portraits of their teacher, were likely in the training data for the image diffusion model we were using.”
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Study design and conductnone given§ 3.2 Contextual Overview · p. 4The researchers who delivered the curriculum obtained a Disclosure and Barring Service (UK) criminal background check.
“The researchers who delivered the curriculum further obtained a Disclosure and Barring Service (UK) criminal background check.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ 5.2 Findings on Responsivity in the Curriculum Design Process · p. 14There is a difference between targeted search and the barely noticeable 'pattern leakage' that may crop up in AI technologies due to their probabilistic abstracting from training data.
“given the difference between targeted search and the barely noticeable 'pattern leakage' [7] that may crop up in AI technologies due to their probabilistic abstracting from training data.”
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Premisecitation§ 3.1 Research-through-Design as Guiding Methodology · p. 3In RtD knowledge is not expected to emerge as a 'bounded thing' related to one artefact or hypothesis, but rather as taking shape alongside the various activities of doing RtD.
“As a result, in RtD knowledge is not expected to emerge as a 'bounded thing' [84] related to one artefact or hypothesis, but rather as taking shape alongside the various activities of doing RtD.”
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Study design and conductown data§ 3.2 Contextual Overview · p. 4The study received ethics approval from Lancaster University's ethics committee (reference FASSLUMS-2023-2184-RECR-4).
“We received ethics approval for this study from Lancaster University's ethics committee (reference FASSLUMS-2023-2184-RECR-4).”
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Premisecitation§ 3.1 Research-through-Design as Guiding Methodology · p. 3RtD's reflexivity is one of its main epistemological strengths.
“This allowed us to lean on one of RtD's main epistemological strengths; its reflexivity [81], meaning the capacity to engage with a domain or material while continuously 'reframing the underlying situation and goal during the design process' [97].”
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Interpretationreasoning§ 4.1 Pre-Deployment: Research and (Co-)Design · p. 5The authors settled on a text-to-image generation model as the most direct and literally generative way to engage students.
“We eventually settled on a text-to-image generation model as this seemed the most direct and literally generative way to engage students.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductown data§ 3.2 Contextual Overview · p. 4Informed consent was collected through the year 4 teachers from the students' parents or people with parental duties, with options for withdrawing students from the research aspect without missing lessons.
“In terms of ethical research conduct, we collected informed consent through the year 4 teachers from the students' parents or people with parental duties, which we accompanied with an extensive information sheet. We also included various options for withdrawing students from the research aspect of the study without missing the lessons (which formed part of the obligatory curriculum).”
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Premisecitation§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 11Williams and colleagues' work notes that time and exploration leads to 'better' performance.
“For instance, the referenced work by Williams and colleagues notes that time and exploration leads to 'better' performance [92]”
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Interpretationreasoning§ 3.1 Research-through-Design as Guiding Methodology · p. 4The findings are intended mainly to inform future work, contributing to an ongoing program of research, as opposed to positing that a hypothesis has been evidenced beyond reasonable doubt.
“Balancing this limitation is the acceptance that the findings are intended mainly to inform future work, contributing to an ongoing program of research, as opposed to positing that a hypothesis has been evidenced beyond reasonable doubt.”
Quote in the paperSubstantial claimMay combine two claims.
Interpretationreasoning§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 13By the point of the superfluous hand example, basic practical competencies were established enough that creating an image in the style of Van Gogh was not the all-consuming focus, making space for a further 'small revelation'.
“The example of the superfluous hand spotted and made into a topic of class discussion by a student above is a case in point: by that point in the curriculum, basic practical competencies were so far established that the creation of an image in the style of Van Gogh (in this case) was not the all-consuming focus, and therefore space for a further 'small revelation' was made.”
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Interpretationreasoning§ 5.2 Findings on Responsivity in the Curriculum Design Process · p. 14In the long term, constructionist HCI research efforts may help in addressing the need for lifelong learning regarding AI technologies to bring values beyond the purely economic to the forefront.
“We argue that in the long term, constructionist HCI research efforts may help in addressing this need, but the intricate nature of critical concerns and rapid changes also necessitate action in current design efforts.”
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Interpretationnone given§ 6.1 Constructionist Strategies in the Design of Generative AI Systems · p. 15Constructionist strategies can serve in the design of system artefacts such as onboarding interfaces that help stakeholders comprehend the particular generative AI technology's capacities rather than disguising or obfuscating them.
“Second, constructionist strategies can also serve in the design of system artefacts such as onboarding interfaces that can help stakeholders comprehend the particular generative AI technology's capacities rather than disguising or obfuscating them.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable).
Interpretationreasoning§ 5.2 Findings on Responsivity in the Curriculum Design Process · p. 14The design of a constructionist curriculum on generative AI technologies calls for 'critical responsivity'.
“In short, aside from the above argument for intertwining the development of practical and critical competencies within a constructionist curriculum, we propose that the design of the latter calls for 'critical responsivity.'”
Quote in the paperNot a substantial claim- Rests on an assumption: Generative AI technologies in educational contexts are frequently seen through either a punitive or utilitarian lens.
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Premisecitation§ 5.2 Findings on Responsivity in the Curriculum Design Process · p. 14Machine learning uncertainty can serve as a design material in its own right when being actively engaged.
“Benjamin and colleagues' have stressed that while machine learning uncertainty is usually explained or engineered away, it can serve as a design material in its own right when being actively engaged [7].”
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Interpretationreasoning§ 3.3 Positionality · p. 5The practical and critical competencies would aid this set of students in dealing with the increasing proliferation of generative AI technologies in their everyday lives.
“Ultimately, we decided that for this set of students, the practical and critical competencies would aid them dealing with the increasing proliferation of their everyday lives by generative AI technologies.”
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Interpretationown data§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 11Practical and critical competencies of generative AI technologies cannot be clearly disentangled but, as per constructionism, co-develop.
“In sum, these findings indicate (1) that practical and critical competencies of generative AI technologies cannot be clearly disentangled but, as per constructionism, co-develop;”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
Study design and conductnone given§ 5 STUDY FINDINGS AND GENERATIVE AI EDUCATION PROPOSITIONS · p. 10All findings are scaffolded by reflections of the teachers (T1, T2) gathered from post-deployment semi-structured interviews.
“Note that all findings are scaffolded by reflections of the teachers (T1, T2) gathered from the post-deployment semi-structured interviews, and that we have included descriptive elements to accurately represent the reflective interplay between a priori methodological decision-making and actual deployment of this project.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S2 (checkable).
Interpretationreasoning§ 3.1 Research-through-Design as Guiding Methodology · p. 4The reflexive quality of RtD was a clear benefit in this project.
“In the context of this project, this reflexive quality was a clear benefit of the RtD methodology.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Interpretationreasoning§ 6.1 Constructionist Strategies in the Design of Generative AI Systems · p. 15The goal of designing systems using constructionist strategies is to provide opportunities for engagement rather than transferring one definitive explanation or interpretation.
“the goal of designing systems using constructionist strategies does not lie in transferring one definitive explanation or interpretation but rather in providing opportunities for engagement; whether this be playful or serious.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable).
Interpretationreasoning§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 13A constructionist curriculum on generative AI technology can actionably contribute to more expansive understandings of AI literacy as competencies to constantly develop and hone through prolonged, playful and 'revelatory' engagement.
“and that this may in turn actionably contribute to more expansive understandings of AI literacy-not as a single discrete set knowledge to be transferred (see [60]), but rather made of competencies to constantly develop and hone through prolonged, playful and 'revelatory' engagement.”
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Interpretationreasoning§ 3.1 Research-through-Design as Guiding Methodology · p. 4RtD allowed the authors to combine the process of designing the curriculum while also assessing its value, facilitating a rapid response to newly-released technology.
“Such an approach certainly would have some virtues, however, to facilitate a rapid response to the newly-released technology (in our case we were working with Stable Diffusion which was released only months prior), RtD allowed us to combine the process of designing the curriculum while also assessing its value.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S2 (checkable), S4 (based).
Interpretationnone given§ 5.1 Reviewing Constructionist Attributes of the Ryelands AI Lab · p. 13Responsivity and longitude are key attributes of a constructionist curriculum on generative AI technology.
“We therefore suggest that responsivity and longitude are key attributes of a constructionist curriculum on generative AI technology”
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Premisecitation§ 5.2 Findings on Responsivity in the Curriculum Design Process · p. 14Often little attention is paid to how AI technologies in educational contexts may reify knowledge along extractivist lines.
“This echoes concerns from critical voices such as Nemorin and colleagues who have noted that often little attention is paid to how AI technologies in educational contexts may reify knowledge along extractivist lines [65].”
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Interpretationreasoning§ 6.2 Research-through-Design as a 'Rapid Response Methodology' · p. 16RtD is eminently suited to study the impacts of disruptive technologies while their socio-cultural-technical ramifications are still being negotiated.
“We argue that RtD is eminently suited to study the impacts of disruptive technologies while their socio-cultural-technical ramifications are still being negotiated.”
Quote in the paperNot a substantial claim- Rests on an assumption: Any technological innovation or adaption brings about uncertainty regarding its socio-cultural ramifications.
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Interpretationreasoning§ 6.2 Research-through-Design as a 'Rapid Response Methodology' · p. 16This suitability is likely particularly true with AI technologies, where the gap between user-facing apparent 'intelligence' and vast socio-technical realities (e.g., content moderation, bias, data sourcing) can be particularly pronounced.
“This is likely particularly true with AI technologies, where for instance the gap between user-facing apparent 'intelligence' and vast socio-technical realities (e.g., content moderation, bias, data sourcing) can be particularly pronounced.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable).
Interpretationreasoning§ 6.1 Constructionist Strategies in the Design of Generative AI Systems · p. 15Constructionist strategies for generative AI systems offer a plausible route forward: giving people the means to playfully work through generative AI technologies' capacities within a given system may empower stakeholders.
“Thus, we suggest that constructionist strategies for generative AI systems offers a plausible route forward: rather relying on explanatory elements which puts people interacting with a generative AI system into a passive role, being given the means (e.g., through interactive examples) to playfully work through generative AI technologies' capacities within a given system may empower stakeholders.”
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Interpretationreasoning§ 6.1 Constructionist Strategies in the Design of Generative AI Systems · p. 15A constructionist design strategy may pursue incremental increases in the complexity of an interface (e.g., by introducing parameters such as seeds or guidance along specified routes).
“a constructionist design strategy may pursue incremental increases in the complexity of an interface (e.g., by introducing parameters such as seeds or guidance along specified routes).”
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Interpretationreasoning§ 6.2 Research-through-Design as a 'Rapid Response Methodology' · p. 16Seeing RtD as a rapid response methodology can lend further legitimacy to the studies and researchers subscribing to it while still maintaining its specificity as a research methodology first and foremost.
“Accordingly, we argue that seeing RtD as a rapid response methodology can lend further legitimacy to the studies and researchers subscribing to it while still maintaining its specificity as a research methodology first and foremost.”
Quote in the paperNot a substantial claim- Rests on an assumption: The 'inward' responsivity of RtD projects and related design research methodologies is well known.
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Interpretationcitation§ 6.3 Limitations and Future Work · p. 16A packaged module could easily become just another generic resource commodity pushed on overworked and underpaid educators without enough critical perspectives or representative examples.
“However, a packaged module could also easily become just another generic resource commodity pushed on overworked and underpaid educators without enough critical perspectives or representative examples; which would have to be carefully considered and critically reflected upon (see also [35]).”
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Interpretationreasoning§ 6.3 Limitations and Future Work · p. 16It cannot be ruled out that parts of the observations came about due to the 'novelty effect' of generative AI technologies for students and teachers.
“As such, it cannot be ruled out that parts of our observations came about due to the 'novelty effect' (see [2, 63]) of generative AI technologies for students and teachers.”
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Interpretationcitation§ 6.1 Constructionist Strategies in the Design of Generative AI Systems · p. 15This incremental complexity could support practical understanding of generative AI technologies' capacities and scaffold the multitude of 'explanation styles' that people bring with them by allowing various thresholds for reflection.
“This could firstly support the practical understanding of a generative AI technologies' capacities, and secondly scaffold the multitude of 'explanation styles' [11] that people bring with them by allowing various thresholds for reflection.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [11] 11. [//doi.org/10.1145/3547522.3547689](https://doi.org/10.1145/3547522.3547689) - [12] Abeba Birhane, Vinay Uday Prabhu, and Emmanuel Kahembwe. 2021. Multimodal datasets: misogyny, pornography, and malignant stereotypes. https://doi.org/10. 48550/arXiv.2110.01963 arXiv:2110.01963 [cs]. - [11] Reuben Binns, Max Van Kleek, Michael Veale, Ulrik Lyngs, Jun Zhao, and Nigel Shadbolt. 2018. 'It's Reducing a Human Being to a Percentage': Perceptions of Justice in Algorithmic Decisions. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (CHI '18) . Association for Computin
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Interpretationcitation§ 6.3 Limitations and Future Work · p. 16Framing the scaling challenge through the HCI lens of 'research products' clarifies the particular demands of scaling the Ryelands AI Lab by articulating a design space with constraints.
“To frame this challenge productively, we are considering to frame it through the established HCI lens of 'research products' [68] developed by Odom and colleagues and recently expanded precisely in the dimension of 'scale' [16] by Boucher, as this clarifies the particular demands of scaling the Ryelands AI Lab by articulating a design space with constraints.”
Quote in the paperNot a substantial claim0 of 2 sources checkedProbably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.
Interpretationnone given§ 6.2 Research-through-Design as a 'Rapid Response Methodology' · p. 16The outward responsivity of RtD is perhaps obvious, but underspecified.
“Yet, we also think that the outward responsivity of RtD is perhaps obvious, but underspecified.”
Quote in the paperNot a substantial claim- Rests on an assumption: The 'inward' responsivity of RtD projects and related design research methodologies is well known.
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Interpretationreasoning§ 6.2 Research-through-Design as a 'Rapid Response Methodology' · p. 16Given the limitless contexts in which generative AI technologies as software artefacts can be applied, HCI needs to be able to quickly set up, deliver, and understand small-scale and single context studies.
“given the limitless contexts in which generative AI technologies as software artefacts can be applied, HCI also needs to be able to quickly set up, deliver, and understand small-scale and single context studies.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.
Interpretationcitation§ 6.1 Constructionist Strategies in the Design of Generative AI Systems · p. 15Design can learn from educational approaches more generally to design for playful, 'tinkering' engagements, and such 'ludic' design of generative AI systems can build on a long research tradition tracing back to Gaver and colleagues' Drift Table and contexts such as playful encounters with robots.
“In this light, we argue that design can learn from educational approaches more generally to design for playful, 'tinkering' engagements, and note that importantly such 'ludic' design of generative AI systems can build on a long research tradition tracing back to Gaver and colleagues' Drift Table [33] and contexts such as playful encounters with robots [55].”
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Interpretationnone given§ 7 CONCLUSION · p. 17Research-through-Design is a 'rapid response methodology' that is particularly suited to unfolding and unsettled socio-technical developments surrounding disruptive technologies.
“we further (3) consider the value of constructionist strategies in designing generative AI systems and (4) look at RtD as a 'rapid response methodology' that is particularly suited to unfolding and unsettled socio-technical developments surrounding disruptive technologies.”
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Interpretationreasoning§ 7 CONCLUSION · p. 17Design can attend to emerging uncertainties in unique and valuable ways.
“Especially this latter aspect shows, we argue, why design can attend to emerging uncertainties in unique and valuable ways.”
Quote in the paperNot a substantial claim
The authors state this as an assumption.
The intermediate knowledge gathered would inform a more substantial critical position that the authors could add to the generative AI education space.
“Further, we assumed that the intermediate knowledge we gathered would inform a more substantial critical position that we could add to the generative AI education space (see our proposition on the matter in section 5.2.2) while foregrounding the benefits of constructionist approaches that combine practical and critical competencies.”
The paper relies on this without support.
Students had architectural and aesthetic vocabulary deficiencies due to the Covid-19 pandemic.
“This reflected the student's architectural and aesthetic vocabulary deficiencies due to the Covid-19 pandemic, as well as their own desire for more 'resources' for image generation.”
The paper relies on this without support.
Explicit content can be created with image diffusion models.
“led by the concern around explicit content that can be created with image diffusion models.”
The paper relies on this without support.
Stable Diffusion was and continues to be highly prominent.
“The specific choice was Stable Diffusion [74], an image diffusion model that was and continues to be highly prominent.”
The paper relies on this without support.
The image diffusion model could have generated upsetting things 'unprompted.'
“but also allowed us to point out the differences in that the image diffusion model could have generated upsetting things 'unprompted.'”
The paper relies on this without support.
The students have grown up in a world dominated by the 'reality-on-demand' logic of social media and streaming services.
“On reflection, we posit that despite their age, the students have grown up in a world dominated by the 'reality-on-demand' logic of social media and streaming services.”
The paper relies on this without support.
A technology can serve up particular and strange images at whim is arguably a norm of this generation inasmuch as search engines.
“That a technology can serve up particular and strange images at whim is arguably a norm of this generation inasmuch as search engines-yet the particular differences to the latter should equally be stressed.”
The paper relies on this without support.
Generative AI technologies in educational contexts are frequently seen through either a punitive or utilitarian lens.
“As mentioned above, generative AI technologies in educational contexts are frequently seen through either a punitive (e.g., preventing students from cheating) or utilitarian (e.g., improving teacher efficiency) lens.”
The paper relies on this without support.
Any technological innovation or adaption brings about uncertainty regarding its socio-cultural ramifications.
“At the same time, any technological innovation or adaption brings about uncertainty regarding its socio-cultural ramifications.”
The paper relies on this without support.
The 'inward' responsivity of RtD projects and related design research methodologies is well known.
“The 'inward' responsivity of RtD projects and related design research methodologies is well known, and has been extensively detailed above in terms of weekly adaptations of learning materials, reshaped project goals, etc.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Through algorithmic auditing and reflective practice, students learn to critically evaluate AI decisions and societal impacts, reinforcing transparency, fairness, and accountability.
“Finally, through algorithmic auditing and reflective practice, students learn to critically evaluate AI decisions and societal impacts, reinforcing transparency, fairness, and accountability [137-139].”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [139]
Section 5.1 (p. 11) reports that students’ practical and critical AI competencies co-developed, and Section 5.2 (p. 14) describes reflection on the capacities and dangers of generative AI. The paper does not describe students conducting algorithmic audits or show that the activities reinforced transparency, fairness, and accountability; its disclosure practice is a proposal for researchers and educators. (LLM, conf=0.85)
Experimental — accuracy not yet measuredLarge language models support literary writing, story crafting, and creative text generation; students iteratively revise content, adjust style, and sharpen narrative logic, often under teacher guidance.
“Large language models support literary writing, story crafting, and creative text generation; students iteratively revise content, adjust style, and sharpen narrative logic-often under teacher guidance to rework initial plots toward intended effects [84,86,139,144,145].”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [139]
Section 4.1 (pp. 5, 7) says the study chose Stable Diffusion, a text-to-image model, and had students write prompts to generate images. Our copy does not address students using large language models to revise literary text, adjust narrative style, or rework plots under teacher guidance; searches for story writing and narrative revision found no such passage. (LLM, conf=0.76)
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Conflicting image counts for the exhibition strips
MinorFigure 5 says each strip showed 250 images, while the exhibition description says each strip showed 256 randomly chosen images.
“Figure 5: Left: A cropped print file of the 5x1 meter strip showing an introduction to the week's delivery contents and a random selection of 250 images with their respective prompts.”
“For each week, we printed 5x1 meter strips showing 256 randomly chosen images and their prompts for each of the five weeks in which image generation was center stage (see Figure 5).”
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Cited by
Sorted by citations
Lin, X., & Tan, H. (2025) · Systems · doi:10.3390/systems13100840 · Cited by 22 · see citing works
- Authors
- Benjamin, J. J., Lindley, J., Edwards, E., Rubegni, E., Korjakow, T., Grist, D., & Sharkey, R.
- Affiliations
- Lancaster University (GB)
- Lancaster University, United Kingdom
- Technische Universität Berlin (DE)
- Ryelands Primary and Nursery School, United Kingdom
- ORCID
- Venue
- Designing Interactive Systems Conference
- Publisher
- ACM
- Published
- 2024-07
- Pages
- 1823-1841
- OpenAlex
- W4396815973
- Semantic Scholar
- 3c29def9f21714f7c518f6671ae05951a7f0910b
- Cited by
- 32
- References
- 77
- Citations by year
- 2026: 11 · 2025: 20 · 2024: 1
- FWCI
- 10.18
- Type
- conference paper
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Designing Interactive Systems Conference (publishedVersion, cc-by-nc-sa)
- Lancaster EPrints (Lancaster University) (acceptedVersion)
- arXiv (Cornell University) (submittedVersion, cc-by-nc-sa)
- arXiv (Cornell University)
- Funders
- UK Research and Innovation (MR/T019220/1)
- Topics
- Physical Sciences › Computer Science › Human-Computer Interaction › Innovative Human-Technology Interaction
- Physical Sciences › Computer Science › Information Systems › Digital Education and Society
- Physical Sciences › Engineering › Mechanical Engineering › Design Education and Practice
- Keywords
- generative AI, research through design, constructionism, artificial intelligence in education, elementary school, curriculum development, critical competencies, practical competencies, human-computer interaction
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-06.
Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-06.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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