The Impact of Artificial Intelligence Generated Content on Higher-Order Thinking among Design Majors: An Exploratory Study Based on the Human-Machine Cooperative Blended Teaching Model

With the growing research and practical application of digital-intelligence technologies such as Artificial Intelligence Generated Content(AIGC) in core design courses, the impact of AIGC on students' higher-order thinking skills(HOTS) in the teaching of core design courses via blended learning is becoming more and more evident. In this study, we applied AIGC in the teaching practice related to higher-order thinking, and conducted both qualitative and quantitative analyses on the field verification and review depth of 240 students through investigations. The results show that AIGC can effectively enhance students' HOTS. Specifically, males show a greater preference for field verification, while females demonstrate a higher level of review depth. However, it is also found that over-reliance on AIGC may weaken HOTS. These results offer practical and theoretical support for teaching according to students' aptitude and effectively promote the deep integration and reform of artificial intelligence with design teaching. These results offer practical and theoretical support for teaching according to students' aptitude, maximizing the interaction effectiveness of a Human-Machine Cooperative blended teaching model and effectively promoting the deep integration and reform of artificial intelligence with design teaching.