Impact of AI on the Teaching of Graphic and Interior Design
DOI:
https://doi.org/10.5281/zenodo.15993474Keywords:
Artificial Intelligence, Design, Teaching, University Education, Graphic Design, Interior DesignAbstract
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.
References
Adewale, M. D., Azeta, A., Abayomi-Alli, A. y Sambo-Magaji, A. (2024). Impact of artificial intelligence adoption on students’ academic performance in open and distance learning: A systematic literature review. Heliyon, 10(22), e40025. https://doi.org/10.1016/j.heliyon.2024.e40025
Adobe Creative Cloud. (2018). Adobe Sensei [Software de computador]. Microsoft. http://bit.ly/421s8cR
Adobe Creative Cloud. (2023). Adobe Firefly [Software de computador]. Microsoft. https://bit.ly/427hMbg
Almaz, A. F., El-Agouz, E. A., Abdelfatah, M. T. y Mohamed, I. R. (2024). The Future Role of Artificial Intelligence (AI) Design’s Integration into Architectural and Interior Design Education is to Improve Efficiency, Sustainability, and Creativity. Civil Engineering and Architecture, 3(12), 1749-1772. https://doi.org/10.13189/cea.2024.120336
Aoun, J. E. (2017). Robot-Proof: Higher Education in the Age of Artificial Intelligence. MIT Press. https://doi.org/10.7551/mitpress/11456.001.0001
Aparicio-Gómez, W. O. (2023). La Inteligencia Artificial y su Incidencia en la Educación: Transformando el Aprendizaje para el Siglo XXI. Revista Internacional De Pedagogía E Innovación Educativa, 3(2), 217-230. https://doi.org/10.51660/ripie.v3i2.133
Araya, D. y Marber, P. (2023). Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work. Routledge. https://doi.org/10.4324/9781003230762
Autodesk Inc. (2024). HomeStyler [Software en línea]. Alibaba Group y Easyhome New Retail Group. https://bit.ly/3DVNaiO
Ayuso-del Puerto, D. y Gutiérrez-Esteban, P. (2022). La Inteligencia Artificial como recurso educativo durante la formación inicial del profesorado. RIED. Revista Iberoamericana de Educación a Distancia, 25(2), 347-362. https://doi.org/10.5944/ried.25.2.32332
Barth, M., Jiménez-Aceituno, A., Lam, D. P. M., Bürgener, L. y Lang, D. J. (2023). Transdisciplinary learning as a key leverage for sustainability transformations. Current Opinion in Environmental Sustainability, 64, 101361. https://doi.org/10.1016/j.cosust.2023.101361
Bates, A. W. (2015). Teaching in a Digital Age: Guidelines for Designing Teaching and Learning. BCcampus. https://pressbooks.bccampus.ca/teachinginadigitalagev2
Butson, R. y Spronken-Smith, R. (2024). AI and its implications for research in higher education: a critical dialogue. Higher Education Research & Development, 43(3), 563-577. https://doi.org/10.1080/07294360.2023.2280200
Carsten Stahl, B. (2021). Artificial Intelligence for a Better Future: An Ecosystem Perspective on the Ethics of AI and Emerging Digital Technologies. Springer. https://doi.org/10.1007/978-3-030-69978-9
Cedeño-Cedeño, H. E., Muñoz-Bowen, Á. y Lourido-Choez, M. L. (2020). Uso de la inteligencia artificial en el diseño de interiores: Artículo de revisión bibliográfica. COGNIS: Revista Científica De Saberes Y Transdisciplinariedad, 1(2), 16-22. https://acortar.link/trBJbc
Charmaz, K. (2014). Constructing Grounded Theory (2nd ed.). Sage Publications.
Chellappa, V. y Luximon, Y. (2024). Understanding the perception of design students towards ChatGPT. Computers and Education: Artificial Intelligence, 7, 100281. https://doi.org/10.1016/j.caeai.2024.100281
Cohen, L., Manion, L. y Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
Collins, A. y Halverson, R. (2018). Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America. Teachers College Press. https://www.tcpress.com/rethinking-education-in-the-age-of-technology-9780807759066
Creswell, J. W. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Sage Publications.
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Ertmer, P. A. y Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers & Education, 64, 175-182. https://doi.org/10.1016/j.compedu.2012.10.008
Fernández Enguita, M. (2024). Esta vez sí: con la IA, nada será igual en la Universidad. En S. Carbó Valverde, E. Chuliá Rodrigo, J. J. Ganuza, M. J. Moral, R. Torres, y M. González Martínez (Eds.), Papeles de Economía Española (pp. 21-37). Funcas. https://www.funcas.es/wp-content/uploads/2024/07/PEE-180_Fernandez-Enguita.pdf
Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications. https://collegepublishing.sagepub.com/products/discovering-statistics-using-ibm-spss-statistics-5-260423
Garcia, M. B. (2024). The Paradox of Artificial Creativity: Challenges and Opportunities of Generative AI Artistry. Creativity Research Journal, 1-14. https://doi.org/10.1080/10400419.2024.2354622
Geng, Y., Ji, W., Wang, Z., Lin, B. y Zhu, Y. (2019). A review of operating performance in green buildings: Energy use, indoor environmental quality and occupant satisfaction. Energy and Buildings, 183, 500-514. https://doi.org/10.1016/j.enbuild.2018.11.017
Genimon Vadakkemulanjanal, J., Athira, P., Anit Thomas, M., Dawn, J., Therese, V. R. y Malavika, P. (2024). Impact of Digital Literacy, Use of AI tools and Peer Collaboration on AI Assisted Learning: Perceptions of the University students. Digital Education Review, (45), 43-49. https://doi.org/10.1344/der.2024.45.43-49
Gillani, N., Eynon, R., Chiabaut, C. y Finkel, K. (2023). Unpacking the “Black Box” of AI in Education. Educational Technology & Society, 26(1), 99-111. https://acortar.link/EmYhNG
Glaser, B. G. y Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Aldine Publishing Company.
Google DeepMind. (2023). Gemini [Software en línea]. Alphabet. https://bit.ly/4j8t8BP
Harris Bonet, P., Romero Romero, G., Harris Bonet, M. A. y Llanos Díaz, R. (2022). Análisis de las tendencias educativas con relación al desarrollo de las competencias digitales. RiiTE Revista interuniversitaria de investigación en Tecnología Educativa, (12), 158-174. https://doi.org/10.6018/riite.520771
Heffernan, N. T. y Heffernan, C. L. (2014). The ASSISTments Ecosystem: Building a Platform that Brings Scientists and Teachers Together for Minimally Invasive Research on Human Learning and Teaching. International Journal of Artificial Intelligence in Education, 24(4), 470-497. https://doi.org/10.1007/s40593-014-0024-x
Holmes, W., Bialik, M. y Fadel, C. (2019). Artificial Intelligence In Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign. https://circls.org/primers/artificial-intelligence-in-education-promises-and-implications-for-teaching-and-learning
Holz, D. (2019). Midjourney [Software en línea]. UltraHaptics. https://bit.ly/3ZZPgWg
Ifenthaler, D. y Schumacher, C. (2023). Reciprocal issues of artificial and human intelligence in education. Journal of Research on Technology in Education, 55(1), 1-6. https://doi.org/10.1080/15391523.2022.2154511
Johnson, R. B., Onwuegbuzie, A. J. y Turner, L. A. (2007). Toward a Definition of Mixed Methods Research. Journal of Mixed Methods Research, 1(2), 112-133. https://doi.org/10.1177/1558689806298224
Kee, T., Kuys, B. y King, R. (2024). Generative Artificial Intelligence to Enhance Architecture Education to Develop Digital Literacy and Holistic Competency. Journal of Artificial Intelligence in Architecture, 3(1), 24-41. https://doi.org/10.24002/jarina.v3i1.8347
Kim, S.-W. (2023). Change in Attitude toward Artificial Intelligence through Experiential Learning in Artificial Intelligence Education. International Journal on Advanced Science, Engineering & Information Technology, 13(5), 1953-1959. https://doi.org/10.18517/ijaseit.13.5.19039
Krippendorff, K. (2018). Content Analysis: An Introduction to Its Methodology (4th ed.). Sage Publications. https://doi.org/10.4135/9781071878781
Laurillard, D. (2013). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge. https://doi.org/10.4324/9780203125083
Lee Camacho, J. I. (2023). Dispositivos versus Simuladores en la iniciación al proyecto arquitectónico. En B. Bardí Milà y D. Garcia Escudero (Eds.), XI Jornadas sobre Innovación Docente en Arquitectura (JIDA’23), Escuela Técnica Superior de Arquitectura de Granada, 16 y 17 de Noviembre de 2023: libro de actas (pp. 610-622). Barcelona: UPC IDP. https://doi.org/10.5821/jida.2023.12292
Li, T. (2024). The influence of information technologies on creative and critical thinking of students / La influencia de las tecnologías de la información en el pensamiento crítico y creativo de los estudiantes. Culture and Education, 36(3), 571-601. https://doi.org/10.1177/11356405241268982
Li, Y., Kim, M. y Palkar, J. (2022). Using emerging technologies to promote creativity in education: A systematic review. International Journal of Educational Research Open, 3, 100177. https://doi.org/10.1016/j.ijedro.2022.100177
Luckin, R., Holmes, W., Griffiths, M. y Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson Education.
Mishra, P. y Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Monika Singh, T., Kishor Kumar Reddy, C., Ramana Murthy, B. V., Nag, A. y Doss, S. (2025). AI and Education: Bridging the Gap to Personalized, Efficient, and Accessible Learning. En M. Ouaissa, M. Ouaissa, H. Lamaazi, M. El Hamlaoui, y K. K. Reddy C (Eds.), Internet of Behavior-Based Computational Intelligence for Smart Education Systems (pp. 131-160). IGI Global. https://doi.org/10.4018/979-8-3693-8151-9.ch005
Ojeda, A. D., Solano-Barliza, A. D., Ortega Alvarez, D. y Boom Cárcamo, E. (2023). Análisis del impacto de la inteligencia artificial ChatGPT en los procesos de enseñanza y aprendizaje en la educación universitaria. Formación universitaria, 16(6), 61-70. https://doi.org/10.4067/S0718-50062023000600061
OpenAI. (2022). ChatGPT [Software en línea]. OpenAI. https://acortar.link/8WD8eo
Page, L. y Brin, S. (2014). Google Classroom [Software en línea]. Alphabet. https://acortar.link/5GKozY
Page, L. y Brin, S. (2018). Google Formularios [Software en línea]. Alphabet. https://acortar.link/x33OS8
Parker, E. y Brooks, O. (2024). 3D Visualization Systems for IoT-Enhanced Design and Innovation. Innovative Engineering Sciences Journal, 4(1), 1-5. https://acortar.link/iehBEE
Peñaherrera Acurio, W. P., Cunuhay Cuchipe, W. C., Nata Castro, D. J. y Moreira Zamora, L. E. (2022). Implementación de la Inteligencia Artificial (IA) como Recurso Educativo. Recimundo, 6(2), 402-413. https://doi.org/10.26820/recimundo/6.(2).abr.2022.402-413
Perkins, M., Adams, C. y Obrercht, C. (2023). Estudio Mágico de Canva [Software en línea]. Word Inc. https://acortar.link/Wu83X
Rico Sesé, J. (2020). El diseñador gráfico en la era de la Inteligencia Artificial. EME Experimental Illustration, Art & Design, 8(8), 66-73. https://doi.org/10.4995/eme.2020.13210
Rosak-Szyrocka, J. (2024). The Role of Artificial Intelligence in Digital Education. Scientific Papers of Silesian University of Technology Organization and Management Series, (195), 477-499. https://doi.org/10.29119/1641-3466.2024.195.29
Ruiz-Rojas, L. I., Acosta-Vargas, P., De-Moreta-Llovet, J. y Gonzalez-Rodriguez, M. (2023). Empowering Education with Generative Artificial Intelligence Tools: Approach with an Instructional Design Matrix. Sustainability, 15(15), 11524. https://doi.org/10.3390/su151511524
Salmon, G. (2013). E-Tivities: The Key to Active Online Learning (2nd ed.). Routledge. https://doi.org/10.4324/9780203074640
Sari, H. E., Tumanggor, B. y Efron, D. (2024). Improving Educational Outcomes Through Adaptive Learning Systems using AI. International Transactions on Artificial Intelligence, 3(1), 21-31. https://doi.org/10.33050/italic.v3i1.647
Schreier, M. (2012). Qualitative Content Analysis in Practice. Sage Publications. https://doi.org/10.4135/9781529682571
Selwyn, N. (2021). Education and Technology: Key Issues and Debates (3rd ed.). Bloomsbury Publishing. https://www.bloomsbury.com/uk/education-and-technology-9781350145566
Shadish, W. R., Cook, T. D. y Campbell, D. T. (2002). Experimental and Quasi-Experimental Designs for Generalized Causal Inference. Houghton Mifflin.
Simon Buckingham, S. y Rebecca, F. (2012). Social Learning Analytics. Journal of Educational Technology & Society, 15(3), 3-26. http://www.jstor.org/stable/jeductechsoci.15.3.3
Stake, R. E. (1995). The Art of Case Study Research. Sage Publications. https://uk.sagepub.com/en-gb/eur/the-art-of-case-study research/book4954
Tashakkori, A. y Teddlie, C. (2009). Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences. Sage Publications.
Tatar, C., Jiang, S., Rosé, C. P. y Chao, J. (2024). Exploring Teachers’ Views and Confidence in the Integration of an Artificial Intelligence Curriculum into Their Classrooms: a Case Study of Curricular Co-Design Program. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-024-00404-2
Venkatesh, V. y Bala, H. (2008). Technology Acceptance Model 3 and a Research Agenda on Interventions. Decision Sciences, 39(2), 273-315. https://doi.org/10.1111/j.1540-5915.2008.00192.x
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Webb, P. T., Sellar, S. y Gulson, K. N. (2020). Anticipating education: governing habits, memories and policy-futures. Learning, Media and Technology, 45(3), 284-297. https://doi.org/10.1080/17439884.2020.1686015
West, D. M. (2019). The Future of Work: Robots, AI, and Automation. Brookings Institution Press. https://www.brookings.edu/books/the-automated-society
Wu, Z., Li, H., Feng, Y., Luo, X. y Chen, Q. (2019). Developing a green building evaluation standard for interior decoration: A case study of China. Building and Environment, 152, 50-58. https://doi.org/10.1016/j.buildenv.2019.02.010
Xu, C., Sun, Y. y Zhou, H. (2024). Artificial Aesthetics and Ethical Ambiguity: Exploring Business Ethics in the Context of AI-driven Creativity. Journal of Business Ethics. https://doi.org/10.1007/s10551-024-05837-2
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). Sage Publications. https://uk.sagepub.com/en-gb/eur/case-study-research-and-applications/book250150
Zainal Mahmoud, G. (2024). Artificial Intelligence And Enhancing Creativity In Graphic Design. Al-Academy, 399-410. https://doi.org/10.35560/jcofarts1447
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Comunicar
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
