Understanding Students’ Perspectives, Practices, and Challenges of Designing with AI in Special Schools

As generative artificial intelligence (GenAI) develops rapidly, equipping students with basic knowledge of GenAI at the secondary school level is beneficial. However, few subjects in special schools cover AI-related topics, and it remains unclear how students with special educational needs (SEN) perceive, learn, and use AI. In this study, we documented the Artificial Intelligence Generated Content (AIGC) learning experience of seven students from two special schools who participated in a series of game design workshops. We analysed their learning process, usage, and perspectives of text-to-image GenAI through video analysis, questionnaire, and evaluation of design outputs. Our findings reveal the students' willingness to learn and utilise AI technology. This AI experience allows students, especially those who struggle with fine motor skills, to translate their ideas into digital images. Moreover, the text-to-image interaction enhances students' ability to convey their ideas in writing and develop their skills in conceptualisation. We also summarised significant human-AI interaction challenges, including difficulties with typing, Chinese and English spelling, and prompt writing. We conclude with recommendations for designing future inclusive human-AI interaction experiences for students with SEN in China.