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This paper delves into the impact of artificial intelligence (AI) on learning and teaching engineering physics, focusing on the use of AI chatbots. The study explores various issues encountered by educators when students utilize AI to solve physics problems, highlighting potential pitfalls and opportunities. Through testing AI chatbots' capabilities in physics learning, the paper evaluates their effectiveness in providing accurate and insightful responses. Results indicate that while AI, especially ChatGPT 4, shows promise in aiding students' understanding of physics concepts, there are limitations and challenges to consider, such as over-reliance on technology and the potential for AI to produce misleading solutions. The implications and discussions underscore the need for a balanced approach in integrating AI into education, emphasizing authentic understanding over merely obtaining correct answers. Using AI in creating teaching materials is not evaluated here.
Artificial Intelligence (AI) is continuously moving into our surroundings. In its various forms, it has the potential to disrupt most aspects of human life. Yet, the discourse around AI has long been by experts and for experts. In this paper, we argue for a participatory approach towards designing human-AI interactions. We outline how we used design methodology to organise an interdisciplinary workshop with a diverse group of students – a workbook sprint with 45 participants from four different programs and 13 countries – to develop speculative design futures in five focus areas. We then provide insights into our findings and share our lessons learned regarding our workshop topic – AI and Space – our process, and our research. We learned that involving non-experts in complex technical discourses – such as AI – through the structural rigour of design methodology is a viable approach. We then conclude by laying out how others might use our findings and initiate their own workbook sprint to explore complex technologies in a human-centred way.