Designing Knowledge Tools: How Students Transition from Using to Creating Generative AI in STEAM classroom

TL;DR

This study examines how graduate students in urban planning transitioned from passive AI users to active creators of GPT-based tools, enhancing their autonomy, competence, and collaboration through a two-term curriculum.

Contribution

It demonstrates that involving students in designing AI tools fosters greater agency, skill development, and identity formation in a STEAM educational context.

Findings

Students felt more autonomous in designing AI tools.

Students acquired AI-related skills like prompt engineering.

Students experienced increased collaboration and engagement.

Abstract

This study explores how graduate students in an urban planning program transitioned from passive users of generative AI to active creators of custom GPT-based knowledge tools. Drawing on Self-Determination Theory (SDT), which emphasizes the psychological needs of autonomy, competence, and relatedness as foundations for intrinsic motivation, the research investigates how the act of designing AI tools influences students' learning experiences, identity formation, and engagement with knowledge. The study is situated within a two-term curriculum, where students first used instructor-created GPTs to support qualitative research tasks and later redesigned these tools to create their own custom applications, including the Interview Companion GPT. Using qualitative thematic analysis of student slide presentations and focus group interviews, the findings highlight a marked transformation in students' roles and mindsets. Students reported feeling more autonomous as they chose the functionality, design, and purpose of their tools, more competent through the acquisition of AI-related skills such as prompt engineering and iterative testing, and more connected to peers through team collaboration and a shared sense of purpose. The study contributes to a growing body of evidence that student agency can be powerfully activated when learners are invited to co-design the very technologies they use. The shift from AI tool users to AI tool designers reconfigures students' relationships with technology and knowledge, transforming them from consumers into co-creators in an evolving educational landscape.