Paper Type

ERF

Abstract

Generative artificial intelligence (AI) is rapidly reshaping educational practice, yet limited guidance exists for integrating AI within structured high school experiential learning environments. Aligning with AMCIS 2026’s theme, The Next Transformation, this emergent design case examines the development of a generative AI chatbot embedded in a senior capstone internship course at a university-affiliated public high school. Designed as a socio-technical system within the school’s learning management system, the chatbot supports weekly goal setting, structured reflection, and iterative proposal refinement aligned with defined competency frameworks. The project addressed key tensions related to human–AI role boundaries, cognitive load, and scaffolded support in authentic, work-based learning contexts. Rather than replacing teacher expertise, the chatbot functions as a reflective co-thinker that redistributes instructional prompting while preserving human oversight. This case offers design insights into human-centered AI integration, AI literacy development, and workforce-oriented learning in secondary education.

Paper Number

1745

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Aug 15th, 12:00 AM

Designing a Generative AI Chatbot to Support High School Experiential Learning: A Socio-Technical Design Case

Generative artificial intelligence (AI) is rapidly reshaping educational practice, yet limited guidance exists for integrating AI within structured high school experiential learning environments. Aligning with AMCIS 2026’s theme, The Next Transformation, this emergent design case examines the development of a generative AI chatbot embedded in a senior capstone internship course at a university-affiliated public high school. Designed as a socio-technical system within the school’s learning management system, the chatbot supports weekly goal setting, structured reflection, and iterative proposal refinement aligned with defined competency frameworks. The project addressed key tensions related to human–AI role boundaries, cognitive load, and scaffolded support in authentic, work-based learning contexts. Rather than replacing teacher expertise, the chatbot functions as a reflective co-thinker that redistributes instructional prompting while preserving human oversight. This case offers design insights into human-centered AI integration, AI literacy development, and workforce-oriented learning in secondary education.