Abstract
This paper presents a qualitative study that investigates the impact of using AI-generated content (AIGC) tools on the learning experiences of design students in China. Nine bachelor students who were encouraged to use AIGC tools in their design projects participated in the study. Data were collected through semi-structured interviews, document analysis, and observation and analyzed by thematic analysis. The findings highlight the impact of AIGC tools on the efficiency and effectiveness of the students’ design process and their acquisition of domain and transferable knowledge. The result shows the impacts of AIGC are perceived as either conveniences or problems. Students' attitudes towards these conveniences, their strategies for handling problems, and their motivation for using AIGC also influence their learning experiences. This study provides design educators with insights on how students' learning experience is impacted by using AIGC tools and as a reference for future studies.
Keywords
generative ai; aigc; design education; learning experience
DOI
https://doi.org/10.21606/drs.2024.1348
Citation
Li, Y., Ma, H., and Zhao, D. (2024) A study of student’s learning experience impacted by using AIGC tools in design subjects in China, in Gray, C., Ciliotta Chehade, E., Hekkert, P., Forlano, L., Ciuccarelli, P., Lloyd, P. (eds.), DRS2024: Boston, 23–28 June, Boston, USA. https://doi.org/10.21606/drs.2024.1348
Creative Commons License
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Conference Track
Research Paper
Included in
A study of student’s learning experience impacted by using AIGC tools in design subjects in China
This paper presents a qualitative study that investigates the impact of using AI-generated content (AIGC) tools on the learning experiences of design students in China. Nine bachelor students who were encouraged to use AIGC tools in their design projects participated in the study. Data were collected through semi-structured interviews, document analysis, and observation and analyzed by thematic analysis. The findings highlight the impact of AIGC tools on the efficiency and effectiveness of the students’ design process and their acquisition of domain and transferable knowledge. The result shows the impacts of AIGC are perceived as either conveniences or problems. Students' attitudes towards these conveniences, their strategies for handling problems, and their motivation for using AIGC also influence their learning experiences. This study provides design educators with insights on how students' learning experience is impacted by using AIGC tools and as a reference for future studies.