This study explores students' self-initiated use of Generative Artificial Intelligence (GenAI) tools in an interactive systems design class. Through 12 group interviews, students revealed the dual nature of GenAI in (1) stimulating creativity and (2) speeding up design iterations, alongside concerns over its potential to cause shallow learning and reliance. GenAI's benefits were pronounced in the execution phase of design, aiding rapid prototyping and ideation, while its use in initial insight generation posed risks to depth and reflective practice. This reflection highlights the complex role of GenAI in Human-Computer Interaction education, emphasizing the need for balanced integration to leverage its advantages without compromising fundamental learning outcomes.

翻译：本研究探讨了学生在交互系统设计课程中自发性使用生成式人工智能（GenAI）工具的情况。通过12次小组访谈，学生揭示了GenAI的双重性质：（1）激发创造力，（2）加速设计迭代，同时对其可能导致浅层学习和依赖的潜在问题表示担忧。GenAI的优势在设计执行阶段尤为显著，有助于快速原型设计和构思，而在初始洞察生成阶段的使用则可能对深度和反思性实践构成风险。这一反思凸显了GenAI在人机交互教育中的复杂角色，强调需要在利用其优势的同时不损害基础学习成果，实现平衡整合。