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A.J. Buszydlik
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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.
Good Enough to Talk To?
Perceived Usefulness and Social Confidence development in a GenAI Simulated Team Interaction Study
This research investigates the consequences for negotiation and communication skills perceived by students after using a generative AI chatbot to practice human-centered activities within the field of aerospace engineering, as well as the pedagogical usefulness of such a tool. Generative Artificial Intelligence (GenAI) is increasingly integrated in engineering education, offering new ways to simulate job-related activities and give students more opportunities for practice. However, most existing research focuses on technical performance, such as coding support and general usability, while the effects on social and communication skills remain less explored.
Seventeen aerospace engineering students from TU Delft participated in a negotiation scenario with a ChatGPT-based chatbot acting as a professional teammate, followed by a mixed questionnaire. Results show that students generally perceive the chatbot as easy to use (89% positive), while holding a neutral-positive attitude towards its performance (55.29% positive) and professional relevance (68% positive). Qualitative findings suggest that the chatbot is mainly valued for preparing and structuring information, but not for improving communication skills. This is reflected in mixed future-use intentions (43.8% positive and negative responses; M = -0.31). While perceived social confidence remained relatively high (79.4% positive), no clear improvement in communication ability was reported. The chatbot interactions were also consistently viewed as less realistic than human interactions due to the lack of emotional expression and non-verbal means of communication.
Overall, the chatbot is viewed as a useful tool for preparation, but not as a replacement for human-centered communication training. These findings add to the understanding of how GenAI chatbots function in educational settings and offer initial considerations for their responsible use in aerospace engineering education. ...
Seventeen aerospace engineering students from TU Delft participated in a negotiation scenario with a ChatGPT-based chatbot acting as a professional teammate, followed by a mixed questionnaire. Results show that students generally perceive the chatbot as easy to use (89% positive), while holding a neutral-positive attitude towards its performance (55.29% positive) and professional relevance (68% positive). Qualitative findings suggest that the chatbot is mainly valued for preparing and structuring information, but not for improving communication skills. This is reflected in mixed future-use intentions (43.8% positive and negative responses; M = -0.31). While perceived social confidence remained relatively high (79.4% positive), no clear improvement in communication ability was reported. The chatbot interactions were also consistently viewed as less realistic than human interactions due to the lack of emotional expression and non-verbal means of communication.
Overall, the chatbot is viewed as a useful tool for preparation, but not as a replacement for human-centered communication training. These findings add to the understanding of how GenAI chatbots function in educational settings and offer initial considerations for their responsible use in aerospace engineering education. ...
This research investigates the consequences for negotiation and communication skills perceived by students after using a generative AI chatbot to practice human-centered activities within the field of aerospace engineering, as well as the pedagogical usefulness of such a tool. Generative Artificial Intelligence (GenAI) is increasingly integrated in engineering education, offering new ways to simulate job-related activities and give students more opportunities for practice. However, most existing research focuses on technical performance, such as coding support and general usability, while the effects on social and communication skills remain less explored.
Seventeen aerospace engineering students from TU Delft participated in a negotiation scenario with a ChatGPT-based chatbot acting as a professional teammate, followed by a mixed questionnaire. Results show that students generally perceive the chatbot as easy to use (89% positive), while holding a neutral-positive attitude towards its performance (55.29% positive) and professional relevance (68% positive). Qualitative findings suggest that the chatbot is mainly valued for preparing and structuring information, but not for improving communication skills. This is reflected in mixed future-use intentions (43.8% positive and negative responses; M = -0.31). While perceived social confidence remained relatively high (79.4% positive), no clear improvement in communication ability was reported. The chatbot interactions were also consistently viewed as less realistic than human interactions due to the lack of emotional expression and non-verbal means of communication.
Overall, the chatbot is viewed as a useful tool for preparation, but not as a replacement for human-centered communication training. These findings add to the understanding of how GenAI chatbots function in educational settings and offer initial considerations for their responsible use in aerospace engineering education.
Seventeen aerospace engineering students from TU Delft participated in a negotiation scenario with a ChatGPT-based chatbot acting as a professional teammate, followed by a mixed questionnaire. Results show that students generally perceive the chatbot as easy to use (89% positive), while holding a neutral-positive attitude towards its performance (55.29% positive) and professional relevance (68% positive). Qualitative findings suggest that the chatbot is mainly valued for preparing and structuring information, but not for improving communication skills. This is reflected in mixed future-use intentions (43.8% positive and negative responses; M = -0.31). While perceived social confidence remained relatively high (79.4% positive), no clear improvement in communication ability was reported. The chatbot interactions were also consistently viewed as less realistic than human interactions due to the lack of emotional expression and non-verbal means of communication.
Overall, the chatbot is viewed as a useful tool for preparation, but not as a replacement for human-centered communication training. These findings add to the understanding of how GenAI chatbots function in educational settings and offer initial considerations for their responsible use in aerospace engineering education.