Hybrid intelligence feedback systems in design thinking development: Stage‐specific insights on pedagogical effects and characteristics of generative AI and instructors
Randomized trial compares generative AI and human instructors' feedback impact on design thinking in students, suggesting unique strengths at different stages.
Key Points
The study aims to compare the pedagogical effects of generative AI and human instructors on student design thinking and feedback perceptions.
Within-class randomized experimental design with 80 undergraduates.
Evaluation of learning gains at different design thinking stages: empathise, define, ideate, prototype, and reflect.
Comparison of feedback provided by generative AI and human instructors.
No significant overall difference in learning gains between generative AI and human instructors.
Generative AI was more effective during the empathise stage (greater timeliness, privacy).
Human instructors excelled during the prototype stage (better contextual anchoring).