Keywords | Nøgleord
Collaborative Design
Industrial Design education
Final Year Project (FYP)
Human-AI Collaboration
Human-Centered Design
Citation/Eksport
Abstract | Abstract
The integration of Artificial Intelligence (AI) into design education is transforming collaborative learning and creative practice, particularly in Industrial Design. A theoretical framework was developed through the literature review to guide this study, which investigates how AI-assisted tools influence creativity, collaboration, and workflow efficiency in Final Year Projects (FYPs) among 38 Industrial Design students at a Malaysian university. Employing a mixed-methods design, two classes participated in a quasi-experimental comparison: one integrated AI tools throughout the design process, while the other used traditional methods. Students applied AI tools across five project phases: research (Notion AI, Elicit), ideation (DALL·E, MidJourney), design simulation (Fusion 360 AI, Rhino AI), reporting (ChatGPT, Grammarly), and prototyping (generative design tools). Quantitative data from project rubric scores and supervisor evaluations were complemented by qualitative insights from reflective journals and focus group discussions. Results showed that the AI-assisted class achieved higher creativity and design quality, supported by enhanced efficiency and faster iteration. However, students also reported challenges related to over-reliance on AI, ethical concerns about authorship, and reduced hands-on engagement. The study concludes that AI can serve as a valuable cognitive and creative partner in design education when integrated within a reflective and human-centered pedagogical framework that maintains critical thinking, originality, and ethical responsibility.
Referencer
Al-Zahrani, Abdulrahman. M., and Talal M. Alasmari. 2024. “Exploring the Impact of Artificial Intelligence on Higher Education: The Dynamics of Ethical, Social, and Educational Implications.” Humanities and Social Sciences Communications 11: 912. https://doi.org/10.1057/s41599-024-03432-4.
Costa, Jana. 2024. “Mixed Methods in Educational Large-Scale Studies: Integrating Qualitative Perspectives into Secondary Data Analysis.” Education Sciences 14 (12): 1347. https://doi.org/10.3390/educsci14121347.
Creswell, John W. 2014. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th ed. Thousand Oaks, CA: SAGE Publications.
Deighton, Kathryn, Blair Kuys, and Shivani Tyagi. 2024. “Industrial Design Education in Australia: A Competence Analysis across Primary, Secondary and Tertiary Education Levels.” International Journal of Technology and Design Education 34 (1): 427–60. https://doi.org/10.1007/s10798-023-09822-0.
Kobe, Elizabeth A., Allison A. Lewinski, Amy S. Jeffreys, Valerie A. Smith, Cynthia J. Coffman, Susanne M. Danus, Elisabeth Sidoli et al. 2022. “Implementation of an Intensive Telehealth Intervention for Rural Patients with Clinic-Refractory Diabetes.” Journal of General Internal Medicine 37 (12): 3080–88. https://doi.org/10.1007/s11606-021-07281-8.
Kulishova, Nonna, and Daiva Sajek. 2025. “Using Machine Learning and Generative Intelligence in Book Cover Development.” Journal of Imaging 11 (2): 46. https://doi.org/10.3390/jimaging11020046.
Lorenc-Kukuła, Katarzyna. 2025. “Cutting-Edge AI Tools Revolutionizing Scientific Research in Life Sciences.” BioTechnologia 106 (1): 77–102. https://doi.org/10.5114/bta/200803.
Ma, Yihang, Boyin Zhang, Huifeng Sun, Dandan Liu, Yuhang Zhu, Qingsan Zhu, and Xiangji Liu. 2023. “The Dual Effect of 3D-Printed Biological Scaffolds Composed of Diverse Biomaterials in the Treatment of Bone Tumors.” International Journal of Nanomedicine 18: 293–305. https://doi.org/10.2147/IJN.S390500.
Melker, Susanne, Emma Gabrils, Victor Villavicencio, Montathar Faraon, and Kari Rönkkö. 2025. “Artificial Intelligence for Design Education: A Conceptual Approach to Enhance Students’ Divergent and Convergent Thinking in Ideation Processes.” International Journal of Technology and Design Education 35: 1871-1899. https://doi.org/10.1007/s10798-025-09964-3.
Naeem, Muhammad, Wilson Ozuem, Kerry Howell, and Silvia Ranfagni. 2023. “A Step-by-Step Process of Thematic Analysis to Develop a Conceptual Model in Qualitative Research.” International Journal of Qualitative Methods 22: 16094069231205789. https://doi.org/10.1177/16094069231205789.
Norman, Don. 2013. The Design of Everyday Things: Revised and Expanded Edition. New York: Basic Books.
Oxman, Rivka. 2006. “Theory and Design in the First Digital Age.” Design Studies 27 (3): 229–65. https://doi.org/10.1016/j.destud.2005.11.002.
Parveen, Khalida, Tran Quang Bao Phuc, Abdulelah A. Alghamdi, Fahima Hajjej, Waeal J. Obidallah, Yousef A. Alduraywish, and Muhammad Shafiq. 2024. “Unraveling the Dynamics of ChatGPT Adoption and Utilization through Structural Equation Modeling.” Scientific Reports 14 (1): 23469. https://doi.org/10.1038/s41598-024-74406-4.
Pasquinelli, Matteo, Vladan Joler, and Arun Sundararajan. 2023. The Atlas of AI: Mapping the Politics and Ethics of Artificial Intelligence. Cambridge, MA: MIT Press.
Schimpf, Corey, Ruby Castellani, and Molly H. Goldstein. 2024. “Uncovering Pre-College Students Reflection Strategies for Solving Complex Engineering Design Problems.” International Journal of Technology and Design Education 35: 907–928. https://doi.org/10.1007/s10798-024-09930-5.
Sobaih, Abu Elnasr E., Asma Chaibi, Riadh Brini, and Tamer Mohamed Abdelghani Ibrahim. 2025. “Unlocking Patient Resistance to AI in Healthcare: A Psychological Exploration.” European Journal of Investigation in Health, Psychology and Education 15 (1): 6. https://doi.org/10.3390/ejihpe15010006.
Sudirman, Anselmus, Adria V. Gemilang, Thadius Marhendra A. Kristanto, Rh. Hasti Robiasih, Isti´anatul. Hikmah, Andhi D. Nugroho, et al. 2024. “Reinforcing Reflective Practice through Reflective Writing in Higher Education: A Systematic Review.” International Journal of Learning, Teaching and Educational Research 23 (5): 24. https://doi.org/10.26803/ijlter.23.5.24.
Tammisto, Esa. 2025. Usage of Artificial Intelligence in Industrial Design Processes. Master’s thesis, Lappeenranta-Lahti University of Technology LUT. https://lutpub.lut.fi/bitstream/handle/10024/169011/Diplomityo_Tammisto_Esa.pdf?sequence=3&isAllowed=y.
Tan, Qiyang, Haiwei Chang, Guofang Liang, Vladimir Luzin, Yu Yin, Fanshuo Wang, Xing Cheng, et al. 2024. “High Performance Plain Carbon Steels Obtained through 3D-Printing.” Nature Communications 15 (1): 10077. https://doi.org/10.1038/s41467-024-54507-4.
Tripathi, Tarang, Smriti R. Sharma, Vatsala Singh, Palaash Bhargava, and Chandraditya Raj. 2025. “Teaching and Learning with AI: A Qualitative Study on K–12 Teachers’ Use and Engagement with Artificial Intelligence.” Frontiers in Education 10: 1651217. https://doi.org/10.3389/feduc.2025.1651217.
Zhou, Min, and Song Peng. 2025. “The Usage of AI in Teaching and Students’ Creativity: The Mediating Role of Learning Engagement and the Moderating Role of AI Literacy.” Behavioral Sciences 15 (5): 587. https://doi.org/10.3390/bs15050587.
Zhu, Zijian, Hyemin Lee, Youngwan Pan, and Pengyu Cai. 2024. “AI Assistance in Enterprise UX Design Workflows: Enhancing Design Brief Creation for Designers.” Frontiers in Artificial Intelligence 7: 1404647. https://doi.org/10.3389/frai.2024.1404647.
Dette værk er under følgende licens Creative Commons Navngivelse – Ikke-kommerciel – Ingen Bearbejdede Værker (by-nc-nd).
Copyright (c) 2025 Rosalam Che Me, Muhammad Jameel Mohamed Kamil, Amirul Fahmi Razali, Jinglong Li, Sazrinee Zainal Abidin, Saiful Hasley Ramli