Learning Educational Technology Prototyping with Generative AI

Abstract

In this study, we use ethnographic methods, grounded theory, and an iterative analytical approach to explore participant experiences and strategies for engaging generative AI in support of both learning how to prototype educational technologies and learning to code. We examine how ChatGPT and Giuseppe (a scaffolded co-coding interface of our own design) influence students’ approaches to prototyping and programming. This study contributes to the field by: identifying specific challenges and affordances of generative AI in prototyping and educational technology development contexts; and offering insights into how educators, students, and learning technology developers can integrate generative AI in formative educational technology design and development experiences. Our findings suggest that while generative AI tools offer significant support for students new to prototyping and coding, their early use requires overcoming (meta)cognitive overload related to project development, programming, and generative AI. We offer strategies for leveraging hybrid intelligence in learning technology development education. (Winner of the EdMedia conference 'Best Paper' award.)

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