Generative AI (GAI) is impacting teaching and learning directly or indirectly across a range of subjects and disciplines. As educators, we need to understand the potential and limitations of AI in HCI education and ensure our graduating HCI students are aware of the potential and limitations of AI in HCI. In this paper, we report on the main pedagogical insights gained from the inclusion of generative AI into a 10 week undergraduate module. We designed the module to encourage student experimentation with GAI models as part of the design brief requirement and planned practical sessions and discussions. Our insights are based on replies to a survey sent out to the students after completing the module. Our key findings, for HCI educators, report on the use of AI as a persona for developing project ideas and creating resources for design, and AI as a mirror for reflecting students' understanding of key concepts and ideas and highlighting knowledge gaps. We also discuss potential pitfalls that should be considered and the need to assess students' literacies and assumptions of GAIs as pedagogical tools. Finally, we put forward the case for educators to take the opportunities GAI presents as an educational tool and be experimental, creative, and courageous in their practice. We end with a discussion of our findings in relation to the TPACK framework in HCI.

翻译：生成式人工智能（GAI）正直接或间接地影响着各学科领域的教与学。作为教育工作者，我们亟需理解AI在人机交互（HCI）教育中的潜力与局限，并确保即将毕业的HCI学生能够认识到AI在HCI领域的可能性与边界。本文报告了将生成式AI融入一个10周本科生模块后获得的主要教学洞见。我们设计的模块鼓励学生将GAI模型实验纳入设计任务要求，并安排了实践环节与讨论。研究基于模块结束后向学生发放的问卷调查反馈。针对HCI教育工作者，我们的关键发现包括：将AI用作开发项目构想与设计资源构建的"角色"，以及将其作为反映学生对核心概念理解、知识缺口识别与反思的"明镜"。我们还探讨了需注意的潜在风险，以及评估学生对GAI作为教学工具的知识储备与先入之见的必要性。最后，我们主张教育工作者应把握GAI作为教育工具带来的机遇，在教学实践中保持实验性、创造性与勇气，并以TPACK框架在HCI中的关联性分析作为结语。