Integrating AI into Requirements Quality Learning in Software Engineering Education: A TPACK-Guided Empirical Study
Authors: Hansika Ekanayake Mudiyanselage, Rohan Jai Dharmaraj, Malik Abdul Sami, Zheying Zhang
Organizations: Software Engineering Research Center (TASE), Tampere University, Finland
Abstract
The rapid adoption of generative Artificial Intelligence (AI) in software engineering (SE) practice creates a need for pedagogically grounded approaches to AI integration in SE education, especially in conceptually intensive subjects such as requirements engineering (RE). This study examines a TPACK-guided integration of a multi-agent AI tool into a master-level RE assignment on requirements quality analysis. Using a mixed-methods design (N=100; 72 submissions analysed), we examine how structured assignment design shaped students' AI use, affected their understanding of user story quality criteria, and influenced their perceptions of AI's benefits and limitations. Results show that students used the AI tool selectively, mainly as support for analysis and evaluation rather than automation. Alignment improvements were most evident for structurally concrete requirements quality dimensions, such as value articulation and testability, while negotiability showed mixed effects. Students reported conditional trust, active refinement, and increased awareness of quality criteria, alongside moderate usability challenges. The findings show that TPACK-guided scaffolding can align AI affordances with pedagogical goals and RE content, offering design guidance for responsible AI integration in RE education.
As generative AI and low-code workflow platforms become routine in software practice, a key educational question is whether the next generation of computer engineers will accept these tools as useful, usable, and worthy of sustained engagement. This paper reports a mixed-methods, cross-sectional study of undergraduate computer engineering students' acceptance of AI automation tooling, instantiated through the open-source platform n8n across three identically scripted workshops in Thailand (n = 103). A 12-item, five-point Likert instrument mapped to six TAM/UTAUT constructs - Performance Expectancy (PE), Effort Expectancy (EE), Behavioral Intention (BI), Self-Efficacy (SE), Hedonic Motivation (HM), and Output Quality (OQ) - was complemented by inductive thematic analysis of open-ended feedback. Analyses combined ordinal reliability estimation, bootstrap confidence intervals, non-parametric tests, multiple-comparison-controlled correlations, polychoric dimensionality diagnostics, a common-method-bias check, and between-session comparisons. Acceptance was favorable across all six constructs with large effect sizes, with PE emerging as the strongest construct and HM as the weakest. Dimensionality diagnostics further revealed that canonical TAM/UTAUT sub-facets collapsed into a single general acceptance factor in this short-form post-workshop context, a finding with important methodological and theoretical implications. Qualitative themes converged with the quantitative profile regarding usefulness and enthusiasm but diverged on output quality, revealing a small yet articulate reliability-skeptical minority. The findings support the curricular adoption of AI automation tooling in undergraduate computing education and identify three theory-grounded instructional levers: instruction-sequencing scaffolds, self-efficacy supports, and trust-calibration interventions.
Artificial Intelligence is increasingly introduced into systems engineering activities, particularly within requirements engineering, where quality assessment and validation remain heavily dependent on expert judgment. While recent AI tools demonstrate promising capabilities in analyzing and generating requirements, their role within formal systems engineering processes-and their alignment with established INCOSE criteria-remains insufficiently understood. This paper investigates the extent to which AI-based tools can support systems engineers in evaluating requirement quality, without replacing professional expertise. The research adopts a structured systems engineering methodology to compare AI-assisted requirement evaluation with human expert assessment. A controlled study was conducted in which system requirements were evaluated against established INCOSE ``good requirement'' criteria by both experienced systems engineers and an AI-based assessment tool. The evaluation focused on consistency, completeness, clarity, and testability, examining not only accuracy but also the decision logic underlying each assessment. Results indicate that AI tools can provide consistent and rapid preliminary assessments, particularly for syntactic and structural quality attributes. However, expert judgment remains essential for contextual interpretation, ambiguity resolution, and trade-off reasoning. Rather than positioning AI as a replacement for systems engineers, the findings support its role as a decision-support mechanism within the RE lifecycle. From a systems engineering perspective, this study contributes empirical evidence on how AI can be integrated into RE workflows while preserving traceability, accountability, and engineering consistency.
As generative AI (GenAI) tools become easily accessible, there is promise in using such tools to support instructors. To that end, this paper examines using GenAI to help generate slides from instructor authored course notes, emphasizing instructor and student perceptions. We examine an end-to-end education tool (NotebookLM), two general-purpose LLMs (Claude, M365 Copilot), and two coding assistants (Cursor, Claude Code). We first analyze whether GenAI generated slides are good'' via narrative assessment by educators. We choose the best slides to use (with some modification) in a real course setting, and compare the student perception of human vs. AI generated slides. We find that coding assistant tools produce slides that were most accurate, complete, and pedagogically sound. Additionally, students rate GenAI slides to be of similar quality as instructor-created slides, and cannot reliably identify which slides are AI-generated. Additionally, we find a negative correlation between a high quality rating and a high AI-generated'' rating, suggesting students associate poor quality with the source of the slides being AI. These findings highlight promising opportunities for integrating GenAI into instructional design workflows and call for further research on how educators can best harness such tools responsibly and effectively.