Montathar Faraon

1. The emergence of generative artificial intelligence (GenAI) as a feedback provider in higher education raises new questions about how students engage with evaluative input from non-human sources...

Contemporary creativity support tools (CSTs) primarily support divergent thinking, while often neglecting convergent thinking. Currently, research is limited concerning how these complementary aspects of creative thought could be integrated into a unified approach. This article theoretically conceptualizes the integration of artificial intelligence (AI) as a facilitator within CSTs to enhance design students' divergent and convergent thinking during ideation processes in higher education. The research employed the concept-driven design research methodology and conducted qualitative interviews with ten design students to evaluate and refine a theoretically underpinned design concept. The study identified four key themes that informed the crafting of a revised design concept: clarity and comprehension requirements, visualization of user journeys, the role of AI, and the balance between predictable and unpredictable interactions. Through iterative refinement, the research established a theoretically and empirically underpinned design concept that demonstrates how AI facilitation can support both divergent and convergent thinking while preserving student agency in creative processes. This research contributes to the theoretical grounding of AI-enhanced creativity support and provides practical insights for integrating AI facilitation in CTSs for design education.

This study explored factors influencing ChatGPT adoption among higher education students in five Nordic countries (Sweden, Finland, Denmark, Norway, and Iceland) and the USA. The unified theory of acceptance and use of technology 2 (UTAUT2) framework was employed and extended to incorporate personal innovativeness. Data was collected from 586 students recruited through Prolific and analyzed using partial least squares structural equation modeling (PLS-SEM). The findings revealed varying patterns of relationships between different factors and behavioral intention in each region. In the Nordic countries, performance expectancy, hedonic motivation, and habit demonstrated positive relationships with behavioral intention. In the USA, the results revealed positive relationships between behavioral intention and performance expectancy, social influence, habit, and personal innovativeness. Performance expectancy emerged as the strongest predictor of behavioral intention in both regions. In both the Nordic countries and the USA, habit and behavioral intention emerged as the only predictors of ChatGPT use behavior. Behavioral intention demonstrated a marginally stronger influence on use behavior in both regions. These findings offer insights for educators and policymakers regarding AI integration in academic settings by highlighting common drivers and differences in AI adoption patterns.

Online travel booking has become increasingly popular; however, most travel websites do not yet offer voice interaction. This study introduces VoiceBack, an artificial intelligence (AI)-driven voice-based feedback system conceptualized to support both customers and online travel agencies during the booking process. It proposes a theoretically and empirically underpinned design concept that involves a voice user interface (VUI) for customer feedback. This feedback, collected by an AI agent, is analyzed and converted into actionable statistics, which are then presented to online travel agencies through a visual interface. The interface is designed to highlight problem areas and usability issues during the booking process. This study contributes to the field of human-centered AI, by offering insight into the complex process of designing and integrating voice, emotion, and feedback within user interfaces. This integrated approach can enrich the user experience of customers when booking travel online, and pave the way for more intuitive and responsive interaction designs in the future.

The emergence of augmented reality (AR) and gamification in higher education has gained relevance by virtue of their usefulness in learning spaces. Prior research has examined these technologies separately, but less is known about the impact of combining AR and gamification in the area of web development. This article examined how different educational materials on web development influence students’ motivation and learning in higher education. The educational materials included lecture notes, an AR prototype, and an AR prototype with gamification. A web-based experiment involving 95 students demonstrated that using AR could enhance students’ motivation compared to conventional educational materials, such as lecture notes. However, compared with using only AR, the combination of AR and gamification did not enhance students’ motivation or learning. The findings may serve as a basis to further AR in higher education and support authors in the design of AR in course literature.

This research article crafted, evaluated, and revised a theoretically underpinned design concept with the purpose of enhancing customers’ dine-in experiences. The design concept was motivated by the considerable interest in artificial intelligence (AI), voice user interfaces (VUI) within Human-Computer Interaction (HCI), and the rapid digitalization of online food ordering as a result of the COVID-19 pandemic. The study applied the concept-driven design research approach because it offered to make theoretical contributions while at the same time being design and concept-oriented. The result of this research is a revised design concept that has the potential to digitalize the dine-in restaurant business further and add to the understanding of human experience while interacting with a voice user interface. Finally, the research article manifests as an example of how interaction designers make theoretical contributions through design and how technologies can be combined in new contexts.

This article explores and proposes a design concept of a co-creative process that aims to support the assessment and grading of theses in design education through automated criteria evaluation. The research is based on a concept-driven design approach that theoretically anchored and empirically informed the design concept. The research was achieved by grounding the concept in theoretical resources concerning pedagogical principles and assessment, existing tools and models for examiners in assessment processes, and current design practices for assessment in higher education. The main contribution of this article, namely the concept of grading by automated criteria evaluation (GRACE), aims to provide support and structure for examiners and students to collectively advance the design, implementation, and evaluation of the concept through the co-creation and evaluation of criteria in higher education. GRACE could supplement existing assessment practices of theses in design education by focusing on both explicit criteria and the development of students' design thinking and abilities.

The accelerated spread of fake news via the internet and social media such as Facebook and Twitter have created a debate concerning the credibility of sources online. Assessing the credibility of these sources is generally a complex task and cannot solely rely on computer-based algorithms as evaluation still requires human intelligence. The research question guiding this article deals with the conceptualization of a theoretically anchored concept of a participatory and co-creative medium for evaluation of sources online. The concept-driven design research methodology was applied to address the research question, which consisted of seven activities that unify design and theory. The result of this article is a proposed concept that aims to support the assessment of the credibility of sources online using crowdsourcing as an approach for evaluation. The practical implications of the proposed concept could be to constrain the spread of fake news, strengthen online democratic discourse, and potentially improve the quality of online information.