Abstract
This paper highlights teaching and research efforts aimed at exploring the integration of AI tools in design education, with a focus on perceptions of authorship in collaborative design processes. A study conducted within an AI and design workshop introduced second-year industrial design (ID) and interior architecture (IA) students to the use of AI during the idea refinement phase of their studio projects. Students utilized image prompts derived from their own work to generate AI-assisted designs, varying the level of AI influence from 0% to 100%. A survey (n=30, ID=12, IA=18) was administered to assess their perceptions of authorship at different contribution levels. The study results revealed no statistically significant differences between ID and IA students’ responses. A notable 33.3% of participants considered AI-generated outputs as their own creation up to a 50% prompt influence, while 46.4% reported comfort collaborating with AI and acknowledged its contributions. The findings underscore the importance of equipping students with the skills to effectively navigate AI collaboration, ensuring a balanced approach that values both human creativity and technological innovation.
Presenters
Byungsoo KimAssistant Professor, Industrial Design, North Carolina State University, North Carolina, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
AI-assisted Design; Authorship Perception in Design; Design Education
