Leveraging AI Agents in Design-Based Teaching: Insights From Utilizing Synthetic Users to Design Tool Support for Immigrants
Abstract
Conversational agents are increasingly being employed in information system development (ISD) and related disciplines to simulate target user groups during the design process. The so-called synthetic users can serve as collaboration partners capable of helping to shape the various ISD phases, including the evaluation of prototypes. This TREO paper aims to offer a perspective on discussing their role in design-based teaching and draws on an ongoing educational setting in which 23 design teams comprised of 164 students developed digital solutions for immigrants, utilizing synthetic users as a complement to human-centered design methods. We accompanied the students in exploring the role of the diversity of synthetic users, the different roles they assume, and how they contribute to the design process. In our preliminary results, we identify challenges and recognize the need to ensure the responsible use of synthetic users, adhering to ethical boundaries and accounting for their control and validation.
Keywords
Synthetic Users; AI Agents; Design-Based Teaching; Human-Centered Design