Biodesign Buddy: Integrating Generative Artificial Intelligence in Academic Biodesign

Abstract

Abstract Biodesign is an interdisciplinary research domain that incorporates principles from design and the life sciences to develop new systems, processes, and objects. Collegiate biodesign educators face unique pedagogical challenges, including an absence of relevant scholarship on curriculum design and instructional best practices for cultivating student scientific literacy. These difficulties may be overcome with newly available technologies, like generative AI systems, that enable personalized learning through domain-specific semantic spaces. This article examines the instructional value of one such domain-specific LLM, Biodesign Buddy, through a mixed-methods analysis of an eight-week study involving 64 students participating in an international biodesign competition. Results indicate strong support for integrating AI into biodesign coursework. Surveys captured attitudes toward AI, scientific literature, and learning experiences to assess AI’s impact on learning outcomes. Findings suggest that integrating AI into biodesign pedagogy can meaningfully redress conceptual issues in biodesign while informing broader debates on AI’s role in higher education. Impact Statement This article introduces Biodesign Buddy, a domain-specific generative AI system for collegiate biodesign education, and reports on its exploratory deployment, offering design principles and preliminary findings to inform the development of AI-supported pedagogies for interdisciplinary biodesign instruction.

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