Abstract:

The spreading of Generative AI is profoundly transforming higher education. Despite this trend, the use of such tools remains limited or prohibited for the completion of graded assignments. This paper examines the use of generative AI tools across specific tasks within UI/UX design projects, in a context where such use is explicitly authorized by the instructor. Drawing on data collected from 122 computer science students, the study reviews the diversity and adoption of tools across project tasks, depending on the nature of the task, as well as students' satisfaction with their individual tool selections. The quantitative and qualitative results show a high level of AI adoption, particularly for text-based tasks, with 91% of students using ChatGPT, and a low level of adoption for visual design tasks requiring human creativity. For wireframing tasks, specialized design-AI tools, like Figma Make, are preferred with a high satisfaction score. The outcomes show different levels of student satisfaction associated with tool-task alignment and distinct patterns in tool selection across project phases. In conclusion, these results underscore the importance of incorporating Generative AI tools as collaborative partners in human-centered design education. Educational practices should prioritize transversal skills, such as prompt engineering, critical thinking, and design reasoning, rather than the simple use of AI tools.

Keywords:

AI tools, UI/UX Design, Generative AI, Higher Education.