Understanding GenAI limitations and appropriate usage.

Designers should ensure faculty, staff, and students understand GenAI’s workings, limitations, and usage conditions to ensure responsible and effective implementation.

About this paper

The author proposes a 'points to consider' approach for responsibly adopting generative AI in higher education, emphasizing the need to align this adoption with the sector's values and structure.

This approach was developed through a semester-long interdisciplinary effort at the University of Pittsburgh, which identified six key normative considerations for the responsible use and governance of AI in academia.

Here are some methods used in this study:

Focus Groups Informal Survey

Which part of the paper did the design guideline come from?

“Users should also consider the conditions under which the output of GenAI would be used. When the output is to be used without or with only minimal human review, plans for its use warrant rigorous scrutiny. Were a GenAI application to be employed with minimal human oversight prior to its output having material effect, the stakes involved should be low (e.g., employing a chatbot to answer a basic inquiry may warrant little concern, while evaluating an employment application and rejecting an (...)” (Section 5.3: 5.3 Pragmatic Points to Consider for GenAI Policy Development in Higher Education)

Dotan, R., Parker, L. S., & Radzilowicz, J. (2024). Responsible Adoption of Generative AI in Higher Education: Developing a “Points to Consider” Approach Based on Faculty Perspectives. The 2024 ACM Conference on Fairness, Accountability, and Transparency.

Inspiration and scope

In this paper, the authors focused on the traits of Generative AI users in higher education, including students, faculty, and staff, in relation to the conditions of GenAI outputs, accuracy, biases, and tool understanding.

You are designing for community college students by creating AR experiences that enhance engagement and rigorously consider the educational context. Your design and the paper's context aim to enhance educational experiences. The academic paper focuses on using GenAI tools to achieve better outcomes, while your AR design aims to make education engaging and effective for students.

Also, they are alike in that both must prioritize usability and accessibility. GenAI tools need to be easy to understand for all academic community members, and AR experiences must offer intuitive interactions, including for students with disabilities.

Leveraging these similarities, you may design AR systems that consider context, usability, and user needs, like GenAI tools. This way, your AR modules can enhance engagement and accessibility, making immersive technology beneficial for the student body.

Your input

What: AR
Who: community college students
Design stage: Ideation

Design ideas

Consider the following components for your design:

Include a detailed onboarding tutorial in AR modules.

Integrate voice-over instructions and captions for accessibility.

Design AR content to be easily adjustable depending on the user's context of use.

Methods for you

Consider the following method(s) used in this paper for your design work:

Focus Groups

Using focus groups can help generate a wide range of creative ideas and perspectives that are vital during the ideation stage. It's crucial to ensure that participants feel free to express innovative ideas without judgment while considering input diversity.

Iterative, Interdisciplinary Discussion

Interdisciplinary iterative discussions can spark creativity by incorporating diverse viewpoints and ongoing refinement of ideas, which is particularly beneficial during the ideation phase. Ensure to document iterations and evolving ideas to track progress and intersections of different disciplines effectively.