Abstract
This study examines the influence of generative artificial intelligence (GenAI) on design students’ self-efficacy and perceived confidence during a logotype creation task. Through an exploratory pre–post experimental protocol, 35 undergraduate design students generated manual sketches and subsequently refined them using a GenAI tool. The results show that, while GenAI effectively transformed manual sketches into more elaborate visual representations, its impact on students’ perceived creative mastery remained moderate. Self-efficacy and confidence levels showed no significant differences after the intervention, although slight improvements were observed in aspects related to imagination, collaboration, and willingness to face challenging situations. Students assessed the utility, novelty, and relevance of GenAI cautiously, suggesting a reflective rather than fully enthusiastic adoption. However, the results reveal GenAI's potential to support the creative process and incorporate these tools as part of exploratory processes in design. Future research should investigate long-term integration of GenAI within diverse design learning contexts.
Keywords
Generative AI, Design Education, Self-efficacy, Confidence, Logotypes.
DOI
https://doi.org/10.21606/drs.2026.2182
Citation
Guzman-Saleh, Y., Rojas, J., Hernandez-Martinez, J.G., and Contero, M. (2026) The influence of generative AI on design students' confidence and self-efficacy: A case study of logotype design, in Simeone, L., Gray, C. M., Verhoeven, A., de Götzen, A., Bakırlıoğlu, Y., Zohar, H., Stead, M., and Buwert, P. (eds.), DRS2026: Edinburgh, 8–12 June, Edinburgh, United Kingdom. https://doi.org/10.21606/drs.2026.2182
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
The influence of generative AI on design students' confidence and self-efficacy: A case study of logotype design
This study examines the influence of generative artificial intelligence (GenAI) on design students’ self-efficacy and perceived confidence during a logotype creation task. Through an exploratory pre–post experimental protocol, 35 undergraduate design students generated manual sketches and subsequently refined them using a GenAI tool. The results show that, while GenAI effectively transformed manual sketches into more elaborate visual representations, its impact on students’ perceived creative mastery remained moderate. Self-efficacy and confidence levels showed no significant differences after the intervention, although slight improvements were observed in aspects related to imagination, collaboration, and willingness to face challenging situations. Students assessed the utility, novelty, and relevance of GenAI cautiously, suggesting a reflective rather than fully enthusiastic adoption. However, the results reveal GenAI's potential to support the creative process and incorporate these tools as part of exploratory processes in design. Future research should investigate long-term integration of GenAI within diverse design learning contexts.