Abstract
The rapid growth of artificial intelligence (AI) in recent years is observable by its increasing adoption in various domains. Generative AI technologies have furthered this trend, yet AI remains opaque by nature and design. This poses challenges for designers of AI-enabled products, who need to understand materials properties to design effectively, emphasising a need for AI literacy, a multidimensional competency encompassing ethical, cognitive, and practical skills. The study explores how three distinct design practices, Research through Design, Human-Centred Design, and Human-Centred Artificial Intelligence, can help students develop AI literacy. We carried out the study with a class of eighteen graduate students, who engaged in designing an AI-enabled service, applied the three design practices, and documented their design process. By analysing their design deliverables, the study discusses how students evolved their AI literacy over one design course and provides preliminary insights into how a designerly approach can help cultivate AI literacy.
Keywords
Research through Design; Human-Centred Design; Human-Centred AI; Design Practice; AI Literacy
DOI
https://doi.org/10.21606/nordes.2025.25
Citation
Norris, S., Luo, Y., Resmini, A.,and Gkouskos, D.(2025) Developing AI literacy through design education, in Brandt, E., Markussen, T., Berglund, E., Julier, G., Linde, P. (eds.), Nordes 2025: Relational Design, 6-8 August, Oslo, Norway. https://doi.org/10.21606/nordes.2025.25
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
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Developing AI literacy through design education
The rapid growth of artificial intelligence (AI) in recent years is observable by its increasing adoption in various domains. Generative AI technologies have furthered this trend, yet AI remains opaque by nature and design. This poses challenges for designers of AI-enabled products, who need to understand materials properties to design effectively, emphasising a need for AI literacy, a multidimensional competency encompassing ethical, cognitive, and practical skills. The study explores how three distinct design practices, Research through Design, Human-Centred Design, and Human-Centred Artificial Intelligence, can help students develop AI literacy. We carried out the study with a class of eighteen graduate students, who engaged in designing an AI-enabled service, applied the three design practices, and documented their design process. By analysing their design deliverables, the study discusses how students evolved their AI literacy over one design course and provides preliminary insights into how a designerly approach can help cultivate AI literacy.