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<p>Creativity in art and design education thrives on interplay among students, educators, industry, and AI tools. This study evaluates how an AI-Generated Content (AIGC)–driven co-creation approach, framed by the Humans-Machine/Technologies-Universities-Enterprises (HMUE) Model, fosters both structured and emergent collaboration. In a credit‑bearing workshop at G University (2023–24), 32 students, 8 faculty, 6 industry partners, and 68 visitors participated. Surveys (n=100+) revealed strong creativity (M=4.21/5) and interdisciplinary learning (M=4.6/5), with (M=3.92/5) and market relevance (M=4.0/5). Interviews and open‑ended responses highlighted that prompt‑reflection cycles, “Tech Clinics,” ethical checkpoints, formal faculty critiques, cross‑campus alliances, and peer mentoring together accelerated iteration, reinforced confidence, and grounded innovation in real‑world contexts, fully addressing RQ1 (creative impacts) and RQ2 (audience perceptions). This study provides actionable insights for advancing integrative design education and a foundation for future research in technology-enhanced pedagogy.</p>

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Exploring the AIGC-driven co-creation model in art and design education: insights from a student workshop and exhibition

  • 期刊论文

  • 发表日期：

    2025年10月9日

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  • Xiuhong Li,
  • Xiaoying Tang,
  • Xiuhui Zheng,
  • Yifan Huang,
  • Yiqing Tu

摘要

Creativity in art and design education thrives on interplay among students, educators, industry, and AI tools. This study evaluates how an AI-Generated Content (AIGC)–driven co-creation approach, framed by the Humans-Machine/Technologies-Universities-Enterprises (HMUE) Model, fosters both structured and emergent collaboration. In a credit‑bearing workshop at G University (2023–24), 32 students, 8 faculty, 6 industry partners, and 68 visitors participated. Surveys (n=100+) revealed strong creativity (M=4.21/5) and interdisciplinary learning (M=4.6/5), with (M=3.92/5) and market relevance (M=4.0/5). Interviews and open‑ended responses highlighted that prompt‑reflection cycles, “Tech Clinics,” ethical checkpoints, formal faculty critiques, cross‑campus alliances, and peer mentoring together accelerated iteration, reinforced confidence, and grounded innovation in real‑world contexts, fully addressing RQ1 (creative impacts) and RQ2 (audience perceptions). This study provides actionable insights for advancing integrative design education and a foundation for future research in technology-enhanced pedagogy.