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<p>The History of Design course is a foundational component for art and design students; however, many students perceive it as abstract and unengaging, mainly due to its highly conceptual nature and traditional lecture-based teaching methods. To address these challenges, this study investigates the impact of AI-generated virtual instructors and a conversational teaching style on academic achievement, cognitive load, and student engagement in the flipped classroom. This study employed a 2 × 2 experimental design, with 124 first-year design students randomly assigned to four experimental conditions: human-formal (HF), human-conversational (HC), AI-generated-formal (AF), and AI-generated-conversational (AC). The results indicate that the AI-generated virtual instructor significantly enhances affective engagement and has a comparably beneficial effect on academic performance and cognitive load compared to the human instructor. Furthermore, the conversational teaching style considerably improves students’ academic performance, reduces cognitive load, and fosters engagement. These findings suggest that integrating generative AI tools with conversational teaching style within a flipped classroom model not only optimizes students’ learning experiences but also offers a practical framework for reducing educators’ workloads while contributing valuable insights into the application of generative AI in education.</p>

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Leveraging AI in design education: exploring virtual instructors and conversational techniques in flipped classroom models

  • 期刊论文

  • 发表日期：

    2025年2月27日

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  • Jing Chen,
  • Nur Azlina Mohamed Mokmin,
  • Qi Shen,
  • Hanjun Su

摘要

The History of Design course is a foundational component for art and design students; however, many students perceive it as abstract and unengaging, mainly due to its highly conceptual nature and traditional lecture-based teaching methods. To address these challenges, this study investigates the impact of AI-generated virtual instructors and a conversational teaching style on academic achievement, cognitive load, and student engagement in the flipped classroom. This study employed a 2 × 2 experimental design, with 124 first-year design students randomly assigned to four experimental conditions: human-formal (HF), human-conversational (HC), AI-generated-formal (AF), and AI-generated-conversational (AC). The results indicate that the AI-generated virtual instructor significantly enhances affective engagement and has a comparably beneficial effect on academic performance and cognitive load compared to the human instructor. Furthermore, the conversational teaching style considerably improves students’ academic performance, reduces cognitive load, and fosters engagement. These findings suggest that integrating generative AI tools with conversational teaching style within a flipped classroom model not only optimizes students’ learning experiences but also offers a practical framework for reducing educators’ workloads while contributing valuable insights into the application of generative AI in education.