Keywords

Artificial Intelligence, Design, Teaching, University Education, Graphic Design, Interior Design

Abstract

Artificial intelligence (AI) is transforming design education, impacting creativity, innovation, and learning processes in higher education. This study examines how students in Graphic Design and Interior Design, with different levels of AI experience, perceive and utilize these technologies in their academic training. A mixed-methods approach with a descriptive and comparative design was employed. Surveys were conducted with two groups: third-year Graphic Design students, who had prior AI experience, and first-year Interior Design students, who received a basic introduction. The questionnaires included quantitative questions on AI usage, impact, and perception, as well as open-ended questions to gather qualitative insights. Data were analyzed using descriptive statistics and content analysis, allowing for the identification of usage patterns, perceived benefits, and limitations. The results show that advanced students use AI critically and strategically, whereas beginners rely on more accessible tools for idea visualization. Both groups expressed concerns about creativity and highlighted the need for further training. The study concludes that AI holds great potential for design education, but its implementation must balance efficiency with the development of critical thinking and creativity.

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