Case Study on the Use of Generative AI Tools in Design Class

This study analysed the use of generative AI tools in a university design course to evaluate the learning effects and tool perceptions of learners in the design process. The study was conducted by investigating the practice of using AI tools in the design process and the resulting learning experience. In particular, a class based on the double diamond model was taught for each stage of the design process, allowing learners to experience the process of problem exploration, definition, development, and communication through AI tools. A final survey was used to evaluate the usefulness of the generative AI tools, their intention to continue using them, their ability to support design, and the speed and quality of their work. While students rated AI tools as increasing the efficiency of the design process and having a positive impact on the speed and quality of their work, they also tended to perceive a threat to their creativity. The achievement gap between foreign and Korean students was reduced in classes using AI tools, indicating that AI tools can contribute to closing the learning gap. This study highlights that the educational introduction of AI tools in design majors should be designed in a way that promotes creative thinking among learners, and that continuous pedagogical development is needed to consider how and when to use AI tools.