Context: The active involvement of users and customers in agile software development remains a persistent challenge in practice. For this reason, it is important that students in higher education become familiar with good practices in Agile Requirements Engineering during their studies. Objective: Our objective is to enable students to learn how to interact with Generative Artificial Intelligence (GenAI) through the use of a stakeholder simulation with AI Personas, while also developing an understanding of the limitations of AI tools in practical contexts. Method: In our courses, we employ a stakeholder simulation using GenAI, in which students conduct interviews with AI Personas through a provided meta-prompt. Based on the outcomes of these interviews, students apply agile practices (e.g., story mapping or impact mapping) to document requirements. The use of GenAI is subsequently reflected upon in a structured group discussion. Results: Through this approach, students gain practical experience by applying state-of-the art agile practices for requirements elicitation and documentation while simultaneously developing an understanding of the technical and ethical limitations associated with the use of generative AI. Conclusion: We have applied this approach over several terms and found that using a meta-prompt provides flexibility, allowing us to remain independent of specific large language model providers.

翻译：背景：在敏捷软件开发实践中，用户与客户的积极参与始终是一项持续存在的挑战。因此，高等教育阶段的学生在学习期间熟悉敏捷需求工程的良好实践至关重要。目标：我们的目标是使学生通过学习如何与生成式人工智能进行交互——通过使用AI角色进行利益相关者模拟，同时培养对AI工具在实际应用场景中局限性的理解。方法：在我们的课程中，我们采用基于生成式人工智能的利益相关者模拟，学生通过提供的元提示词与AI角色进行访谈。基于访谈结果，学生应用敏捷实践（例如故事地图或影响地图）来记录需求。随后，通过结构化的分组讨论对生成式人工智能的使用进行反思。结果：通过这种方法，学生获得了应用前沿敏捷实践进行需求获取与文档化的实践经验，同时培养了对于使用生成式人工智能所涉及的技术与伦理局限性的理解。结论：我们已在多个学期应用此方法，发现使用元提示词提供了灵活性，使我们能够保持独立于特定的大语言模型提供商。