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.

直接或间接地影响教学与学习的生成式人工智能（GAI）正影响着各种学科和学科的教育。作为教育者，我们需要了解 AI 在人机交互教育中的潜力和局限，并确保我们的人机交互设计专业的毕业生了解 AI 在此领域中的潜力和局限。本文报告了将生成式人工智能纳入为期 10 周的本科模块所得出的主要教学见解。我们设计了这个模块，以鼓励学生在设计任务要求和计划实践会话与讨论中进行 GAI 模型的实验。我们的见解基于学生在完成模块后的调查回复。对于人机交互设计教育者而言，我们的主要发现是 AI 作为发展项目想法和创建设计资源的一个人物角色，以及 AI 作为反映学生对关键概念和想法的理解并突出知识差距的一面镜子。我们还讨论了应该考虑的潜在陷阱以及评估学生对 GAI 作为教学工具的识字能力和假设的需求。最后，我们提出了教育者以 GAI 作为教育工具所带来的机会，并在实践中富有实验性、创意性和勇气的案例。最后，我们就我们的发现与人机交互中的 TPACK 框架进行了讨论。