  This study explores students' self-initiated use of Generative Artificial
Intelligence (GenAI) tools in an interactive systems design class. Through 12
group interviews, students revealed the dual nature of GenAI in (1) stimulating
creativity and (2) speeding up design iterations, alongside concerns over its
potential to cause shallow learning and reliance. GenAI's benefits were
pronounced in the execution phase of design, aiding rapid prototyping and
ideation, while its use in initial insight generation posed risks to depth and
reflective practice. This reflection highlights the complex role of GenAI in
Human-Computer Interaction education, emphasizing the need for balanced
integration to leverage its advantages without compromising fundamental
learning outcomes.
