Oct 2026· Proceedings of the 14th Nordic Conference on Human-Computer Interaction· 0 citations· 40 references
TL;DR
Investigating how GenAI shapes creative processes, learning, and ethical practices across multiple course levels provides actionable insights for designing AI-integrated illustration curricula that foster creativity, ethical awareness, and critical engagement.
Abstract
Generative AI (GenAI) tools are increasingly entering illustration-oriented design education, yet educators and students face uncertainty about how to integrate these technologies effectively into studio workflows. This study investigates how GenAI shapes creative processes, learning, and ethical practices across multiple course levels. Using a qualitative approach combining a student survey (N=81) and an educator focus group (N=8), we examine: (1) how students perceive and incorporate GenAI in ideation and production, (2) how educators interpret and guide AI-mediated studio work, and (3) the ethical and educational tensions that arise. Findings reveal five thematic areas, highlighting GenAI’s dual role as a creative scaffold and a potential source of reflective and originality challenges. By synthesizing student and educator perspectives, this paper provides actionable insights for designing AI-integrated illustration curricula that foster creativity, ethical awareness, and critical engagement.
This study explored how a higher education educator experienced and made sense of generative artificial intelligence within teaching, peer collaboration, and assessment practices, and identified three superordinate themes, including divergent peer adoption of GenAI, pedagogical adaptation and uncertainty, and assessmen...
Karen K. Fujii, N. Perez· IAFOR Journal of Education· 0 citations
This phenomenological study examines graduate students’ lived experiences using GenAI as a thinking partner in a fully online master’s-level instructional design course at a regional public university in Florida, highlighting how GenAI mediates reflection, authorship, and learning in authentic design environments.
M. Stork, Krista Bixler· Florida Journal of Education...· 0 citations
As GenAI technologies become more prevalent in education-related environments, their effects on how subjects are taught/discussed (teaching approaches), the engagement level (interest) from students to learn the content/domain material and skills needed require systematic exploration. This literature review examines th...
Generative artificial intelligence (GenAI) is increasingly influencing architecture and interior design practice, yet its educational value depends on how it is integrated into studio learning. This study explores how architecture and interior design students experience and evaluate GenAI in relation to creative ideati...
Muhamad Afdhal Mohd Maarof, Abdul Hayy Haziq Mohamad, Rahmat Aidil Bin Djubair· International journal of res...· 0 citations
A ten-step teaching framework for AI-supported creative interactive content design is proposed, aimed at fostering pedagogical innovation while preserving critical thinking, creativity, and student authorship.
Belén Mainer, Ana Pérez-Escoda· Education sciences· 0 citations
This cross-national study investigates how creative thinking is manifested through design-based learning (DBL) in Singapore, Finland, and Hungary. Moving beyond the standardized metrics of the Programme for International Student Assessment (PISA) 2022 assessment, this research utilizes a practice-based lens to examine...
R. Berko, Amna Qureshi, Wei Leong Leon Loh et al.· The International Journal of...· 0 citations
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