This study reports on the development and implementation of the Interactive Design Research Toolkit (IDRT), a mobile application that supports the teaching and learning (T&L) of Human-Centered Design (HCD) practices. Guided by the Attention, Relevance, Confidence, and Satisfaction (ARCS) Model of Motivational Design and leveraging mobile microlearning (MML) principles, the IDRT integrates multimodal instructions and gamification features to encourage students to employ HCD. Implemented in a design-project-based class, 37 students' perceptions and engagement were evaluated using the Instructional Materials Motivation Survey. Results indicate positive feedback, high engagement levels, and increased comprehension of HCD. Analysis of design reports reveals a more diverse application of HCD, particularly among higher-performing students, indicating the IDRT's influence on intrinsic motivation. However, challenges were identified among lower-performing students, indicating the need for further research to enhance engagement. Overall, the study underscores the potential of MML as a viable instruction method to influence students' motivation and proficiency positively and to scaffold the T&L of HCD.

Purpose: This paper reports on an ongoing study examining the implementation of image-based generative AI in higher education to study the impacts and changes to learning behaviors and academic performance of architecture undergraduate students. The findings will be part of a methodological framework to evaluate whether or not AI is a high-value digital tool in this context. Approach: The study is designed through a series of workshops with architecture students, which aim to identify the role of image-based AI in the architecture design process for under-graduate students in Sino-foreign higher education institutions in order to assess the potential of using AI in the future architecture industry, especially for junior architects. Findings: The preliminary findings of this ongoing study indicate that AI increases the creativity of architecture design concepts, especially via better visual presentation for junior students. However, AI does not seem to be able to comprehend basic architecture design principles when it is implemented. Originality/value: The outcomes of this study will aid the larger teaching community when adopting AI in their teaching while mitigating the potential negative impacts on the students' learning experiences.