디자인 전공 교과목에서의 생성형 AI 도구 활용 사례 연구

초록

This study aims to evaluate the pedagogical impact of generative AI tools in a university-level design course. The research was conducted with students in a communication design program at a university. Using the Double Diamond model, the study analyzed how AI tools were used in the four stages of the design process: discovery, definition, development and delivery. In addition, students' perceptions of AI tools were assessed through surveys, focusing on their usefulness, intention to continue using them, impact on workflow speed and quality, and influence on designers' creativity. The results showed that generative AI tools improved efficiency and accelerated problem-solving processes in design activities. They were effective in visualizing ideas, exploring different design options and analyzing data. While most students were positive about AI tools, citing their benefits in streamlining workflows, some raised concerns about potential suppression of creativity and dependency on AI. In addition, the study highlighted that AI tools had a positive impact on reducing the achievement gap between international and domestic students. This study highlights the need for a systematic approach to integrating AI tools into design education that takes into account students' skill levels and fosters their creative thinking and design identity. Beyond the mere technical application of AI, educators should explore methods to stimulate students' creativity and problem-solving skills. This requires careful planning of when and how to introduce AI tools, and the development of diverse teaching strategies to ensure effective and balanced use of AI in education.

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