Designing for the future of secondary education

Designing for the future of secondary education

Tamsma, Jeltje (TU Delft Industrial Design Engineering; TU Delft Human-Centered Design)

Cila, N. (mentor)
Lomas, J.D. (graduation committee)
van Zomeren, Michiel (graduation committee)

Delft University of Technology

Design for Interaction

2024-05-15

The adoption of ChatGPT among students for academic assistance, including report writing, has sparked debates on its integration into secondary education. Despite initial resistance, ChatGPT has firmly entrenched itself in secondary schools, necessitating a comprehensive exploration of its adoption and the design strategies to facilitate this process. This project, conducted in collaboration with SCO Delft and Christelijk Lyceum Delft (CLD), aimed to investigate the adoption of Generative AI in secondary education and propose design solutions to support this integration.

Research encompassed both the current landscape and future prospects of secondary education. Interviews with stakeholders, desk research, and semi-structured interviews with CLD teachers shed light on the current adoption of ChatGPT and the associated challenges, including biases, inaccuracies, and privacy concerns. Despite its potential benefits, inappropriate use among students and limited engagement from teachers due to time constraints and lack of training were identified.

Using the Vision in Product Design (ViP) approach, the project anticipated future scenarios and identified teachers' predominant mindset as social and motivated. Design efforts focused on accommodating this mindset while acknowledging teachers' time constraints. A problem statement emerged, highlighting the need for teachers to develop knowledge of Generative AI amidst demanding schedules and unclear guidance.

Concept prototypes, including a lesson module and a website, were developed and iteratively tested at CLD. Feedback sessions with teachers informed refinements, resulting in effective solutions that addressed teachers' needs and expectations. A roadmap for integrating Generative AI into secondary education by August 2026 was devised, emphasizing collaboration, knowledge sharing, and experimentation. CLD and SCO Delft are positioned as potential leaders, leveraging their insights and concept prototypes to drive adoption across schools.

Ultimately, the project underscores the inevitability of Generative AI in education and the importance of teaching students to use and critique it effectively. Teachers play a crucial role in guiding students and should be supported with ready-made teaching materials, professional development opportunities, and ongoing discussions. Government regulation is essential to ensure privacy and accessibility for all. As AI evolves rapidly, the roadmap must be regularly reviewed and adapted to remain relevant and effective.

Education
Generative AI
Teachers

http://resolver.tudelft.nl/uuid:9ef3bcd2-ea4f-4baf-be2a-eda6095de813

Student theses

master thesis

© 2024 Jeltje Tamsma