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R. Stoica
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Simulating Stakeholders: Generative AI Chatbots in Architecture Education
Perceived Usefulness and Diversity Awareness in a Simulated Interview Study
Generative AI chatbots are increasingly used in engineering education to simulate human stakeholder interactions at scale. While existing studies demonstrate their potential for hands-on learning, the consequences of replacing real human interaction with AI simulation remain largely unexplored. This study investigates the implications of using generative AI chatbots for simulated human interaction on architecture students' awareness of human diversity. A ChatGPT-based chatbot simulating a secondary school teacher in Rotterdam was developed and evaluated with 14 architecture students from TU Delft. Participants completed a 25-minute simulated user interview followed by a mixed-methods evaluation consisting of validated questionnaire scales and open-ended reflection questions. Quantitative data were analyzed using descriptive statistics and qualitative data were analyzed using thematic analysis. Results indicate that students rated the chatbot highly on ease of use but showed more moderate scores on perceived usefulness and professional relevance. Physical mobility dominated diversity consideration (93%), while cultural background and visual impairment were rarely considered (36% and 14% respectively). Qualitative themes suggest that the chatbot functioned as a gap-filler in architecture education and prompted students to consider overlooked user groups, but that this awareness was largely chatbot-driven rather than self-initiated. Students consistently positioned the tool as a useful supplement for study contexts rather than a substitute for real human interaction. These findings contribute to a growing understanding of the pedagogical implications of AI chatbots in human-centered education, and offer preliminary guidance for their responsible use in architecture curricula.
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Generative AI chatbots are increasingly used in engineering education to simulate human stakeholder interactions at scale. While existing studies demonstrate their potential for hands-on learning, the consequences of replacing real human interaction with AI simulation remain largely unexplored. This study investigates the implications of using generative AI chatbots for simulated human interaction on architecture students' awareness of human diversity. A ChatGPT-based chatbot simulating a secondary school teacher in Rotterdam was developed and evaluated with 14 architecture students from TU Delft. Participants completed a 25-minute simulated user interview followed by a mixed-methods evaluation consisting of validated questionnaire scales and open-ended reflection questions. Quantitative data were analyzed using descriptive statistics and qualitative data were analyzed using thematic analysis. Results indicate that students rated the chatbot highly on ease of use but showed more moderate scores on perceived usefulness and professional relevance. Physical mobility dominated diversity consideration (93%), while cultural background and visual impairment were rarely considered (36% and 14% respectively). Qualitative themes suggest that the chatbot functioned as a gap-filler in architecture education and prompted students to consider overlooked user groups, but that this awareness was largely chatbot-driven rather than self-initiated. Students consistently positioned the tool as a useful supplement for study contexts rather than a substitute for real human interaction. These findings contribute to a growing understanding of the pedagogical implications of AI chatbots in human-centered education, and offer preliminary guidance for their responsible use in architecture curricula.