Undergraduate design students mostly cite AI tools informally (51% general mention without version or date), and the paper argues this variability reveals the need for reflective, process-aware citation models in HCI education.
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Rethinking Citation of AI Sources in Student-AI Collaboration within HCI Design Education
Undergraduate design students mostly cite AI tools informally (51% general mention without version or date), and the paper argues this variability reveals the need for reflective, process-aware citation models in HCI education.