As AI systems increasingly permeate design education, the dominant interaction paradigm (text-based chat) risks constraining cognitive engagement in complex, iterative design tasks. This work explores whether and how multimodal interaction methods (e.g., visual, auditory, haptic) enhance cognitive performance compared to traditional chat-based AI interfaces within human-centered design (HCD) education. Based on an initial targeted literature analysis, multimodal interfaces have demonstrated benefits such as reduced cognitive load, increased user engagement, improved learning outcomes, and enhanced collaborative processes. The current work is situated within a broader doctoral research project investigating how generative AI reshapes cognitive design processes in novice designers. Building on an earlier case study that demonstrated that chat interfaces often lead to superficial understanding and linear thinking, this article urges a rethinking of AI-assisted design education as a multimodal, situational, and didactically coordinated experience. The current workshop provides a platform to exchange frameworks and strategies for engineering multimodal, cross-device AI experiences that better serve cognitive growth and design literacy in the generative age.