A Preliminary Study on Generative AI Drawing Systems in Design Courses: A Case Study of Introduction to Design

Finding effective learning tools to cultivate and establish students’ confidence and interest in professional learning has always been a challenge for both teachers and students, particularly when teachers face first-year students with varying levels of prior knowledge. This study explores whether using generative AI drawing systems as an auxiliary learning tool can alleviate these challenges and enhance students’ positive learning experiences. The study focuses on the compulsory first-year course “Introduction to Design” in a design department, incorporating a generative AI drawing system into the creative process. This system serves as a shape database and provides design suggestions to creators, who then modify their designs and proceed with implementation. The study examines whether the inclusion of this auxiliary tool enables students’ works to meet the course’s design requirements, followed by a survey to gather feedback on the learning experience. The study yields the following findings: 1. The AI generative drawing system can serve as a database of design materials, offering initial visual design suggestions to designers. However, the depth and breadth of the operator’s understanding of the topic and their professional knowledge impact the outcomes. 2. The AI generative drawing system cannot replace current design work; the realization of designs still requires professional designers. 3. Using the AI generative drawing system as an aid in the creative process can reduce feelings of frustration and anxiety in design learning, helping students maintain a positive learning attitude.