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From user needs to AI solutions: a human-centered design approach for AI-powered virtual teamwork competency training

I tiakina i:
I whakaputaina i:International Journal of Educational Technology in Higher Education vol. 22, no. 1 (Dec 2025), p. 52
Kaituhi matua: Hu, Wenjie
Ētahi atu kaituhi: Chan, Cecilia Ka Yuk
I whakaputaina:
Springer Nature B.V.
Ngā marau:
Principles
Students
Usability
Collaboration
Curricula
Communication
Feedback
Instructional design
Teamwork
Task analysis
Training
User needs
Learning analytics
Stakeholders
Designers
Real time
Pedagogy
Higher education
Generative artificial intelligence
Skills
Learning
Rapid prototyping
Core competencies
Engineering education
Needs
Technological change
Classroom communication
Simulation
Engineering
Innovations
Competence
Customization
Conceptual knowledge
Task completion
Artificial intelligence
Instructional Improvement
Direct Instruction
Cooperative Learning
Educational Theories
Competency Based Education
Educational Objectives
Language Processing
Learning Objectives
Brainstorming
Educational Resources
Influence of Technology
Curriculum Design
Learning Experience
Educational Technology
Engineering Technology
Computer Mediated Communication
Conflict Resolution
Instructional Material Evaluation
Educational Needs
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Whakarāpopotonga:This study develops a human-centered design (HCD) approach to create a GenAI trainer that addresses critical gaps in virtual teamwork training for engineering students. While virtual teamwork competency is increasingly essential, current programs often prioritize task completion over competency development. Leveraging generative AI's capabilities for personalized interaction, scenario simulation, and tailored feedback, we employ a three-phase HCD approach: (1) identifying unmet user needs through stakeholder interviews, revealing key challenges in instructional support, training formats, feedback mechanisms, and teamwork awareness; (2) co-designing solutions with instructors and students to create an AI trainer that combines Socratic questioning and scenario-based learning; and (3) testing the system and obtaining feedback from engineering students. Results demonstrate significant improvements across multiple dimensions: transforming passive learning into active experiences, delivering real-time actionable feedback, enhancing conceptual understanding and awareness of virtual teamwork, and developing practical virtual teamwork skills through authentic scenarios. Participant feedback also identified future improvements for enhanced personalization and immersion. This study contributes both theoretically and practically by illustrating how HCD can effectively integrate AI capabilities with pedagogical needs, while providing a replicable model for developing competency-based training tools that balance technological innovation with educational effectiveness.
ISSN:2365-9440
1698-580X
DOI:10.1186/s41239-025-00551-z
Puna:Political Science Database