# From Domain Understanding to Design Readiness: a playbook for GenAI-supported learning in Software Engineering

arXiv: https://arxiv.org/abs/2604.00120 · HTML: https://mlsanity.com/paper/2604.00120/

## Key facts

- No citing papers in the map yet (data through 14 Oct 2026).
- Builds on 6 of its 28 references that are in the map.
- First posted on arXiv 31 Mar 2026.

## Builds on (most cited first, 6 of 6)

- [Survey of Hallucination in Natural Language Generation](https://mlsanity.com/paper/2202.03629/) (2022)
- [A Multitask, Multilingual, Multimodal Evaluation of ChatGPT on Reasoning, Hallucination, and Interactivity](https://mlsanity.com/paper/2302.04023/) (2023)
- [Empowering Personalized Learning through a Conversation-based Tutoring System with Student Modeling](https://mlsanity.com/paper/2403.14071/) (2024)
- [Desirable Characteristics for AI Teaching Assistants in Programming Education](https://mlsanity.com/paper/2405.14178/) (2024)
- [AI-Tutoring in Software Engineering Education](https://mlsanity.com/paper/2404.02548/) (2024)
- [Are Computer Science and Engineering Graduates Ready for the Software Industry? Experiences from an Industrial Student Training Program](https://mlsanity.com/paper/1805.08894/) (2018)

## Abstract (arXiv)

Software engineering courses often require rapid upskilling in supporting knowledge areas such as domain understanding and modeling methods. We report an experience from a two-week milestone in a master's course where 29 students used a customized ChatGPT (GPT-3.5) tutor grounded in a curated course knowledge base to learn cryptocurrency-finance basics and Domain-Driven Design (DDD). We logged all interactions and evaluated a 34.5% random sample of prompt-answer pairs (60/~174) with a five-dimension rubric (accuracy, relevance, pedagogical value, cognitive load, supportiveness), and we collected pre/post self-efficacy. Responses were consistently accurate and relevant in this setting: accuracy averaged 98.9% with no factual errors and only 2/60 minor inaccuracies, and relevance averaged 92.2%. Pedagogical value was high (89.4%) with generally appropriate cognitive load (82.78%), but supportiveness was low (37.78%). Students reported large pre-post self-efficacy gains for genAI-assisted domain learning and DDD application. From these observations we distill seventeen concrete teaching practices spanning prompt/configuration and course/workflow design (e.g., setting expected granularity, constraining verbosity, curating guardrail examples, adding small credit with a simple quality rubric). Within this single-course context, results suggest that genAI-supported learning can complement instruction in domain understanding and modeling tasks, while leaving room to improve tone and follow-up structure.