Department of Teaching, Learning, and Teacher Education
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Document Type
Article
Date of this Version
5-2025
Citation
In T. Bastiaens, Editor, Proceedings of EdMedia + Innovate Learning, pages 319-333
Barcelona, Spain: Association for the Advancement of Computing in Education (AACE)
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.
Included in
Curriculum and Instruction Commons, Educational Technology Commons, Instructional Media Design Commons, Other Computer Sciences Commons, Programming Languages and Compilers Commons, Teacher Education and Professional Development Commons
Comments
Copyright 2025, the authors. Used by permission