This study addresses the need to integrate ethical, human-centered principles into user experience (UX) design for generative AI (GenAI)-based assistants. Acknowledging the ethical and societal challenges posed by the democratization of GenAI, this study developed a set of six UX design guidelines and 37 recommendations to guide development teams in creating GenAI assistants. A card-based toolkit was designed to encapsulate these guidelines, applying color theory and Gestalt principles to enhance usability and understanding. The design science research methodology (DSRM) was followed, and the toolkit was validated through a hands-on workshop with software and UX professionals, assessing usability, user experience, and utility. The quantitative results indicated the high internal consistency and effectiveness of the toolkit, while the qualitative analysis highlighted its capacity to foster collaboration and address GenAI-specific challenges. This study concludes that the toolkit improves usability and utility in UX design for GenAI-based assistants, though it identifies areas for future enhancement and the need for further validation across varied contexts.

This study characterizes Inclusive Interactive Multimedia Experiences (IIMEs) within school contexts by integrating learning analytics to enable personalized student monitoring and evaluation. By analyzing regulatory documents and multimedia systems (MS) development methodologies, this paper provides comprehensive guidance for IIME pre-production, focusing on learning objectives, activities, responsible design, and inclusion. The research presents a detailed framework for IIME development. It addresses the integration of digital media, interaction modalities, sensory systems, and emotional engagement. Furthermore, it examines the technological mediation necessary to deliver a holistic multimedia experience, prioritizing accessibility and cultural sensitivity. A case study conducted at Rafael Navia Varón School in Cali, Colombia, demonstrates the practical application of the proposed framework through the development of Decisiones Cruciales, an IIME designed to address bullying and cyberbullying via interactive storytelling. This IIME uses learning analytics to provide teachers with detailed metrics on student performance and socio-emotional competencies. The findings from the students’ analysis highlight their engagement and the educational impact of the IIME, particularly in fostering empathy and communication skills. The results underscore the potential of IIMEs to advance inclusive education by delivering adaptive and culturally relevant content. This study contributes to the academic literature by offering practical guidelines for designing and implementing IIMEs that align with universal accessibility and responsible design principles, ultimately promoting an equitable and effective educational environment.

This research arose from the lack of methodologies that systematically integrate user experience (UX) guidelines into the requirements engineering phase of generative artificial intelligence-based solutions, especially in educational environments with technological gaps and diverse stakeholders. A practice based on the Essence standard graphic notation was designed, which guided four key activities: understanding UX guidelines through stakeholder needs, specifying and aligning requirements with verification criteria, component testing, and user validation. To this end, a set of techniques and artifacts was defined. The experimental validation, employing a between-subjects design, utilized standardized questionnaires (SUS and SUPR-Q) and nonparametric analyses. The results show that the experimental group achieved significantly better scores in perceived complexity and ease of use, as well as greater consistency, demonstrating the effectiveness of the proposed practice.