Exploring the Impact of Generative AI on Concept Generation, Ideation, and Design Methodology: in Product Design Education
Authors: Reynolds, T. and Batley, A.
Conference: 26th International Conference on Engineering and Product Design Education
Dates: 4-6 September 2024
https://eprints.bournemouth.ac.uk/39875/
Source: Manual
Exploring the Impact of Generative AI on Concept Generation, Ideation, and Design Methodology: in Product Design Education
Authors: Reynolds, T. and Batley, A.
Conference: E&PDE 2024: 26th International Conference on Engineering & Product Design Education
Abstract:This paper presents an investigation into the utilisation of generative artificial intelligence (AI) by product design students in the concept generation, ideation, and design methodology of their final year major project. With AI’s growing presence in the design field, its impact on the education of future designers requires investigation. This research aims to highlight the advantages and disadvantages associated with incorporating certain generative AI tools into the curricula of product design students.
The study involves an in-depth analysis of how generative AI could be integrated into the design education process. It explores the extent to which AI-driven tools are employed by students to generate, refine, and iterate design concepts, and how it impacts their design methodology processes.
By appraising and analysing the outcomes from AI creative design workshops and conducting surveys with final year product design students, this research sets out to determine the practical applications of generative AI in our future designers. By investigating the advantages and disadvantages, it equips educators and students with valuable knowledge to harness the full potential of AI in their design journeys. This paper contributes to the ongoing conversation on AI’s role in design education, paving the way for informed pedagogical decisions and the education of future designers who can leverage AI as a powerful creative tool.
https://eprints.bournemouth.ac.uk/39875/
Source: BURO EPrints