Abstract
Recent advances in artificial intelligence (AI) present innumerable opportunities for development of learning tools for higher education. This paper explores the potential for AI to augment scenario-based learning (which we have termed "a-SBL") with a particular focus on supporting professional-oriented outcomes for students of human-centered computing (HCC). This paper presents an exploratory period of "reconnaissance work" between Allied Health (AH) and HCC educators conducted to inform an empirical study of AI enabled embodied conversational agents (ECAs) in both programmes. By documenting our interdisciplinary, co-learning journey, we argue that, despite realisable potential via emerging platforms to create and employ such ECAs, effective deployment requires consideration of sociotechnical models that are educator-informed. We propose the concept of a 'maturity assessment' to highlight potential opportunities and limitations at the curriculum level ahead of adopting AI tools with SBL activities. Our explorations aim to inform others working toward a-SBL approaches, but note that further work is required to fully examine long-term benefits and the ethical principles for use of AI enabled tools in higher education.
Paper Type
Full Paper
DOI
10.62036/ISD.2026.168
Augmented Scenario-Based Learning: A reconnaissance work to determine readiness for embodied conversational agent roles in Allied Health and Human-Centred Computing
Recent advances in artificial intelligence (AI) present innumerable opportunities for development of learning tools for higher education. This paper explores the potential for AI to augment scenario-based learning (which we have termed "a-SBL") with a particular focus on supporting professional-oriented outcomes for students of human-centered computing (HCC). This paper presents an exploratory period of "reconnaissance work" between Allied Health (AH) and HCC educators conducted to inform an empirical study of AI enabled embodied conversational agents (ECAs) in both programmes. By documenting our interdisciplinary, co-learning journey, we argue that, despite realisable potential via emerging platforms to create and employ such ECAs, effective deployment requires consideration of sociotechnical models that are educator-informed. We propose the concept of a 'maturity assessment' to highlight potential opportunities and limitations at the curriculum level ahead of adopting AI tools with SBL activities. Our explorations aim to inform others working toward a-SBL approaches, but note that further work is required to fully examine long-term benefits and the ethical principles for use of AI enabled tools in higher education.
Recommended Citation
Power, M., Reese, K., Abrahams, J., Pierce, C. & Rajagopal, P.(2026). Augmented Scenario-Based Learning: A reconnaissance work to determine readiness for embodied conversational agent roles in Allied Health and Human-Centred Computing. In M. Valenta, B. Mannová, R. Pergl, A. Przybylek, M. Lang, H. Linger, C. Schneider, N. Iivari, & E. Insfran (Eds.), Making ISD Sustainable: Reloaded with AI and Automation (ISD2026 Proceedings). Prague, Czech Republic: Czech Technical University in Prague. ISBN: 978-80-01-07585-2. https://doi.org/10.62036/ISD.2026.168