# Using Generative AI to Support UX Design Students in Web Development Courses
## 1 Introduction  
Large Language Models (LLMs) are emerging as influential platforms in the development of computing applications, and the use of Generative Artificial Intelligence (GenAI) tools is becoming increasingly common among software practitioners [1]. These tools have enabled more effective and faster software development by accelerating most of the phases of this process [2, 3, 4, 5]. In this context, the incorporation of these platforms and tools plays a crucial role in software-development-related educational settings [6], highlighting their ability to generate code and assess students' perceptions about how they can be helped with their programming tasks. Nevertheless, examinations have revealed some pitfalls regarding the use of LLMs as coding assistants for computer science students [7]. There are multiple studies related to the educational application of GenAI in CS (or computing education) disciplines [8, 9, 10], and [PERSON] et al. [11] recently performed a systematic review of the use of LLMs in computer science education. Moreover, GenAI tools have been deployed in several computing areas, ranging from introductory programming [12] to more specific fields such as software engineering education [13] and database administration courses [14]. In particular, attention has been paid to novice programmers who useLLM-based code generators [15], including the benefits and harms they can bring about, and GenAI's impact on novice programmer metacognition aspects [16]. However, the democratization of Generative AI tools has not yet translated into widespread adoption by non-technical users for developing computing applications. This is the case for UX (user experience) design students taking web development (WD) courses, the main target in our research. These students often face issues mainly precipitated by technical barriers, limited integration of design tools, and concerns around creative control [17]. In some cases, UX designers turn to Low-Code Development Platforms (LCDPs) [18], which offer easy-to-use visual environments, allowing these students to develop software applications without a solid programming background. Moreover, cooperation between UX designers and developers has long been promoted [19], and their collaboration has been boosted to improve efficiency in transformation processes from design to development through LCDPs [20]. The intention behind the different perspective considered in this work is to provide UX design students with tools enabling them to actively participate in the development process. This aspect is particularly important for students enrolled in creative technology courses whose instructional settings combine design skills with a basic knowledge of end-user development. End-user development has long been linked with web applications [21], and [PERSON] et al. [22] carried out a systematic mapping study concerning its relationships with end-user programming and software engineering. There are multiple aspects to be considered in this context. Recently, [PERSON] [23] addressed the contribution of AI technologies to the development of end-user applications. Assessing the impact of these technologies, particularly concerning the integration of GenAI when teaching WD courses, is one of the main goals of this work. The aim of such integration is genuine synergy between web design knowledge and development programming practices, thereby empowering students to leverage GenAI tools and facilitate this convergence. In line with this research idea, three main questions are proposed:  
* RQ1: How can GenAI tools be effectively used in or integrated into web development courses tailored to UX designers? * RQ2: What new interaction mechanisms can be explored to foster the practical application of these tools in web development educational settings? * RQ3: How can these GenAI-based interactive learning settings be assessed and evaluated? The remainder of the work is structured as follows. The first section reviews related work in consideration of the research questions listed above.