Abstract:

The rapid diffusion of generative artificial intelligence (AI) is transforming how university students learn, collaborate, and solve complex problems. This paper reports on the design and study of an interdisciplinary AI hackathon implemented at a UK university as an experiential learning intervention within higher education. The hackathon brought together students from Business and Computer Science programmes to work in mixed teams with external start-up partners, developing and pitching AI-enabled solutions under severe time constraints.

The hackathon was conceptualised as a rapid human AI teaming environment in which students were required not only to collaborate with peers across disciplinary boundaries, but also to decide how, when, and to what extent generative AI tools should be relied upon during ideation, analysis, and decision-making. A multi-method research design was employed, combining repeated surveys, short team reflections, and analysis of student artefacts produced during the event. This allowed examination of both learning outcomes and the team processes through which learning occurred.

The study focuses on three interrelated dimensions of learning in AI-supported teamwork: students’ perceptions of and trust in generative AI, differences within teams in orientations towards AI use, and team-level processes such as psychological safety, learning behaviours, and epistemic vigilance, defined as the critical evaluation and verification of AI-generated outputs.

Preliminary findings indicate that while generative AI can accelerate sense-making, idea generation, and coordination, it also introduces new pedagogical risks. These include overreliance on plausible but inaccurate outputs, reduced critical judgement, and tensions between team members with differing levels of confidence in AI tools. Teams characterised by high psychological safety and strong epistemic vigilance were better able to translate AI use into deeper learning and higher-quality outcomes.

The paper contributes empirical evidence and practical design insights for educators seeking to integrate generative AI into experiential and interdisciplinary learning. It offers guidance on how hackathon-based pedagogies can support the development of AI literacy, critical thinking, and collaborative capability, while highlighting conditions under which AI enhances, rather than undermines, meaningful learning in higher education.

Keywords:

AI, Experiential learning, teamwork.