This study focuses on Generative Artificial Intelligence (AI) and its transformative impact on design ideation. Generative AI, recognized for its ability to produce a wide array of design alternatives, has become an important tool in design, reshaping traditional methodologies. It facilitates the generation of novel and diverse design forms, acting as a co-creator in the design process. This technology, through machine learning and pattern recognition, analyzes extensive design datasets, enabling the production of innovative solutions. The utilization of generative AI extends beyond replicating AI-provided solutions; it aids in developing and influencing novel concepts, thus fostering original design solutions. This aligns with the concept of ‘reflective practice’ in design, where designers iteratively refine concepts through a dialogue between thought and action. The study employed a quasi-experimental design with 40 design students, randomly assigned to two groups of 20 each. Conducted in two phases, each phase involved a distinct urban furniture design task. In Phase 1, Group A was provided with a text-to-image generating AI tool, while Group B was not. In Phase 2, both groups undertook a similar task without AI assistance. This design exercise allowed for examining the influence of AI on creativity and cognitive load. Design outcomes from both tasks were anonymized and evaluated by experienced professionals using the Creative Product Semantic Scale (CPSS), which measures Novelty, Resolution, and Elaboration and Synthesis. Additionally, the NASA Task Load Index (NASA TLX) questionnaire assessed cognitive load aspects such as mental demand and effort. Findings suggest that generative AI significantly influences the creative design process, enhancing the quality of design outcomes and reducing cognitive load. The AI group demonstrated better performance in both tasks, indicating the impact of AI tools on design skills. This study underscores the potential of AI tools in design education, balancing cognitive load management with creativity enhancement.

The integration of Artificial Intelligence (AI) is transforming design education by automating processes and enhancing learning. Early exposure to AI offers students a competitive edge in critical thinking and problem-solving. AI tools can inspire space planning, improve workflow, reduce cognitive load, and foster creativity. This study explores how the VARK model, which categorizes learning styles into Visual, Auditory, Reading/Writing, and Kinesthetic, influences student engagement with AI tools. In an interior design classroom study involving 32 sophomore students, AI tools were used to create floor plans and generate 3D images. The study assessed the correlation between learning styles and technology acceptance. Results revealed no strong correlations between individual learning styles and perceived ease of use, perceived usefulness, or actual use of AI tools. However, visual and kinesthetic learners displayed higher engagement, suggesting that these modalities may benefit more from AI-enhanced design education. The study also confirmed that perceived ease of use and usefulness are critical factors in technology acceptance, aligning with the Technology Acceptance Model (TAM). The findings suggest that AI tools can be broadly effective across diverse learning styles, with a universal perception of their utility in design education. This research highlights the potential of AI to support creative problem-solving and prepare students for future challenges in a digital design landscape. While learning styles influence engagement, AI tools’ usability and educational benefits are consistently recognized, demonstrating their transformative potential in design education.

The purpose of this research was to explore the use of virtual reality (VR) in early design studios. In this research project, two different types of Head-Mounted Display (HMD) systems were used. One type of HMD provided six degrees of freedom and the other HMD provided three degrees of freedom. The research findings provide comparison on the functionality of the different types of HMDs and the sense of presence in VR environments. Sense of presence is defined as the sense of “being there” in a computer-simulated environment. The outcomes of this research are (a) development of a new presence questionnaire that focuses on newer VR systems and (b) understanding student perception of using VR in design projects.

BACKGROUND: As the older adult population in the U.S. continues to grow, it has become a priority to ensure the health, safety, and well-being of these individuals while maintaining their dignity and autonomy. OBJECTIVE: Memory loss and physical impa