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Who Designs? Design Students' Experiences with AI-Augmented Form Development

Yıl 2026, Cilt: 13 Sayı: 1, 20 - 31, 27.02.2026

Aysun Ates-Akdeniz

https://doi.org/10.51664/artium.1883147
https://izlik.org/JA36CC97YN

Öz

Who designs when AI-augmented sketching generates form alternatives? The integration of generative AI into design practice raises critical questions about creative processes and skill development in design education. This study investigates how industrial design students experience AI-augmented sketching and form development, how they reconceptualize creative agency and authorship, and what pedagogical considerations emerge from AI integration. A qualitative phenomenological study was conducted with fourteen industrial design students who used outputs of Midjourney for ideation and Viscom for form refinement during a design project. Data were collected through semi-structured interviews and reflective writings, then analyzed using thematic analysis. Six interconnected themes emerged from the analysis. Findings reveal that students valued AI's external perspective for creative exploration and experienced efficiency gains alongside enhanced reflection. However, they encountered challenges when AI failed to interpret contextual meaning in their design intentions. Most significantly, students came to understand AI as a tool requiring human oversight rather than an autonomous designer. Based on these findings, a pedagogical framework is proposed that balances AI's generative capabilities with the preservation of foundational skill development and human judgment. This framework provides guidance for design educators navigating AI integration while supporting students' creative development and skill acquisition.

Anahtar Kelimeler

AI-augmented design creative agency design education form development

Kaynakça

  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Ciaramitaro, M., and Costa, P. (2024) Imagination meets algorithm: redefining design practices in the coming AI age, in Gray, C., Ciliotta Chehade, E., Hekkert, P., Forlano, L., Ciuccarelli, P., Lloyd, P. (eds.), DRS2024: Boston, 23–28 June, Boston, USA. https://doi.org/10.21606/drs.2024.822
  • Fathoni, A. F. C. A. (2023). Leveraging generative AI solutions in art and design education: Bridging sustainable creativity and fostering academic integrity for innovative society. E3S Web of Conferences, 426. https://doi.org/10.1051/e3sconf/202342601102
  • Figoli, F., Rampino, L., & Mattioli, F. (2022). AI in design idea development: A workshop on creativity and human-AI collaboration. DRS2022: Bilbao. https://doi.org/10.21606/drs.2022.414
  • Goldschmidt, G. (1991). The dialectics of sketching. Creativity Research Journal, 4(2), 123–143. https://doi.org/10.1080/10400419109534381
  • Goldschmidt, G. (2014). Linkography: Unfolding the Design Process. MIT Press.
  • Goel, V. (1995). Sketches of Thought. MIT Press. https://doi.org/10.7551/mitpress/6270.001.0001
  • Guo, X., Xiao, Y., Wang, J., & Ji, T. (2023). Rethinking designer agency: A case study of co-creation between designers and AI. IASDR 2023. https://doi.org/10.21606/iasdr.2023.478
  • Holliman, A. F., & Brisco, R. (2024, June 16). Is pen-to-paper the buggy whip of design? Assessing the use of AI tools for design sketching. DRS2024: Boston. https://doi.org/10.21606/drs.2024.289
  • Hutson, J., Lively, J., Robertson, B., Cotroneo, P., & Lang, M. (2024). Pedagogical paradigm shift: Reimagining art and design education. In Creative Convergence: The AI Renaissance in Art and Design (pp. 87–100). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-45127-0_4
  • Kavakoglu, A. A., Almaç, B., Eser, B., & Alaçam, S. (2022). AI driven creativity in early design education: A pedagogical approach in the age of Industry 5.0. Co-Creating the Future – ECAADe 40, 133–142. https://doi.org/10.52842/conf.ecaade.2022.1.133
  • Kraehe, A. M. (2018). Creative agency: Empowerment in art and design education. Art Education, 71(6), 4–8. https://doi.org/10.1080/00043125.2018.1514835
  • Lee, C. W. (2025). Application of generative artificial intelligence in design education: An exploration and analysis to enhance student creativity. Engineering Proceedings, 98(1). https://doi.org/10.3390/engproc2025098029
  • Naik, S., Shukla, P., Obi, I., Backus, J., Rasche, N., & Parsons, P. C. (2025). Tracing the invisible: Understanding students’ judgment in AI-supported design work. C and C 2025 - Proceedings of the 2025 Conference on Creativity and Cognition, 438–442. https://doi.org/10.1145/3698061.3734399
  • Rodriguez-Ferradas, M. I., Ballerini-Fernandes, T., & Morer-Camo, P. (2025). Enhancing industrial design education: The impact of generative AI tools on mastering creativity techniques. 27th International Conference on Engineering and Product Design Education. 10.35199/EPDE.2025.54
  • Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
  • Schön, D. A., & Wiggins, G. (1992). Kinds of seeing and their functions in designing. Design Studies, 13(2), 135-156. https://doi.org/10.1016/0142-694X(92)90268-F
  • Song, H., & Guida, G. (2024). From AI-aided design to physical prototyping: Pedagogical experiments for fostering critical AI literacy. SIGraDi 2024 Biodigital Intelligent Systems XXVIII International Conference, 763–774. https://papers.cumincad.org/data/works/att/sigradi2024_588.pdf
  • Süner-Pla-Cerdà, S., Şen, G., Kumbasar, E., Şahin, B., & Ünlü, C. E. (2025). Designer experiences and perspectives on the role of generative AI in industrial design. AI and Society. https://doi.org/10.1007/s00146-025-02504-6
  • Tang, X., Windham, J., & Bush, B. (2025). Pre-AI and post-AI design: Balancing human creativity and AI tools in the industrial design process. Proceedings of 2024 International Conference on Artificial Intelligence and Future Education (AIFE 2024), 100–108. https://doi.org/10.1145/3708394.3708413
  • Tong, H., Türel, A., Şenkal, H., Ergun, S. F. Y., Güzelci, O. Z., & Alaçam, S. (2023). Can AI function as a new mode of sketching: A teaching experiment with freshman. International Journal of Emerging Technologies in Learning, 18(18), 234–248. https://doi.org/10.3991/ijet.v18i18.42603
  • Tversky, B. (2010). Visualizing thought. Topics in Cognitive Science, 3(3), 499-535. https://doi.org/10.1111/j.1756-8765.2010.01113.x
  • Van der Wal, A., Hoftijzer, J., and Haans, M. (2024) A framework for the agency of sketching, in Gray, C., Ciliotta Chehade, E., Hekkert, P., Forlano, L., Ciuccarelli, P., Lloyd, P. (eds.), DRS2024: Boston, 23–28 June, Boston, USA. https://doi.org/10.21606/drs.2024.806
  • Watkins, R., & Barak-Medina, E. (2024). AI’s influence on human creative agency. Creativity Research Journal. https://doi.org/10.1080/10400419.2024.2437264
  • Woodbury, R.F., & Burrow, A.L. (2006). Whither design space? Artificial Intelligence for Engineering Design, Analysis and Manufacturing, 20, 63 - 82. https://doi.org/10.1017/S0890060406060057
  • Xu, X., Konnova, A., Gao, B., Peng, C., Vo, D., & Dow, S. P. (2025). Productive vs. reflective: How different ways of integrating AI into design workflows affect cognition and motivation. Conference on Human Factors in Computing Systems - Proceedings. https://doi.org/10.1145/3706598.3713649
  • Yıldızoğlu, N. (2024). Sketching versus digital design tools in architectural design. Journal of Computational Design, 5(2), 301–316. https://doi.org/10.53710/jcode.1504947
  • Zhang, Z., & Yin, H. (2024). Research on design forms based on artificial intelligence collaboration model. Cogent Engineering, 11(1). https://doi.org/10.1080/23311916.2024.2364051
  • Zhou, Y., & Park, H. J. (2023). An AI-augmented multimodal application for sketching out conceptual design. International Journal of Architectural Computing, 21(4), 565–580. https://doi.org/10.1177/14780771221147605

Kim Tasarlıyor? Yapay Zeka Destekli Biçim Geliştirme Sürecinde Öğrenci Deneyimleri

Yıl 2026, Cilt: 13 Sayı: 1, 20 - 31, 27.02.2026

Aysun Ates-Akdeniz

https://doi.org/10.51664/artium.1883147
https://izlik.org/JA36CC97YN

Öz

Üretken yapay zekanın tasarım pratiğine entegrasyonu, tasarım eğitiminde yaratıcı süreçler ve beceri geliştirme konusunda kritik soruları gündeme getirmektedir. Bu çalışma, endüstriyel tasarım öğrencilerinin yapay zeka destekli form geliştirme deneyimlerini, yaratıcı özerklik ve yazarlık kavramlarını nasıl yeniden ele aldıklarını ve yapay zeka entegrasyonunda ortaya çıkan pedagojik hususları araştırmaktadır. Bir tasarım projesi sırasında fikir üretimi için Midjourney çıktılarını ve form iyileştirme için Viscom çıktılarını kullanan 14 endüstriyel tasarım öğrencisiyle nitel bir fenomenolojik çalışma yürütülmüştür. Veriler yarı yapılandırılmış görüşmeler ve yansıtıcı yazılar yoluyla toplanmış, tematik analiz kullanılarak analiz edilmiştir. Bulgular, öğrencilerin yaratıcı keşifsel süreçleri için yapay zekanın dışsal bakış açısını değerli bulduklarını ve gelişmiş düşünme yeteneğinin yanı sıra verimlilik kazanımları yaşadıklarını ortaya koymaktadır. Ancak, yapay zeka tasarım hedeflerindeki bağlamsal anlamı yorumlayamadığında zorluklarla karşılaşmışlardır. En önemlisi, öğrenciler yapay zekayı özerk bir tasarımcıdan ziyade insan gözetimi gerektiren bir araç olarak değerlendirmeye başlamışlardır. Bu bulgulara dayanarak, yapay zekanın üretken yeteneklerini temel beceri geliştirme ve insan yargısının korunmasıyla dengeleyen bir pedagojik çerçeve önerilmiştir. Bu çerçeve öğrencilerin yaratıcı gelişimini ve beceri kazanımını destekleyerek yapay zekanın tasarım eğitimine entegrasyonunda yol gösterici olmayı amaçlamaktadır.

Anahtar Kelimeler

Yapay zeka destekli tasarım tasarım eğitimi form geliştirme yaratıcı özerklik

Kaynakça

  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Ciaramitaro, M., and Costa, P. (2024) Imagination meets algorithm: redefining design practices in the coming AI age, in Gray, C., Ciliotta Chehade, E., Hekkert, P., Forlano, L., Ciuccarelli, P., Lloyd, P. (eds.), DRS2024: Boston, 23–28 June, Boston, USA. https://doi.org/10.21606/drs.2024.822
  • Fathoni, A. F. C. A. (2023). Leveraging generative AI solutions in art and design education: Bridging sustainable creativity and fostering academic integrity for innovative society. E3S Web of Conferences, 426. https://doi.org/10.1051/e3sconf/202342601102
  • Figoli, F., Rampino, L., & Mattioli, F. (2022). AI in design idea development: A workshop on creativity and human-AI collaboration. DRS2022: Bilbao. https://doi.org/10.21606/drs.2022.414
  • Goldschmidt, G. (1991). The dialectics of sketching. Creativity Research Journal, 4(2), 123–143. https://doi.org/10.1080/10400419109534381
  • Goldschmidt, G. (2014). Linkography: Unfolding the Design Process. MIT Press.
  • Goel, V. (1995). Sketches of Thought. MIT Press. https://doi.org/10.7551/mitpress/6270.001.0001
  • Guo, X., Xiao, Y., Wang, J., & Ji, T. (2023). Rethinking designer agency: A case study of co-creation between designers and AI. IASDR 2023. https://doi.org/10.21606/iasdr.2023.478
  • Holliman, A. F., & Brisco, R. (2024, June 16). Is pen-to-paper the buggy whip of design? Assessing the use of AI tools for design sketching. DRS2024: Boston. https://doi.org/10.21606/drs.2024.289
  • Hutson, J., Lively, J., Robertson, B., Cotroneo, P., & Lang, M. (2024). Pedagogical paradigm shift: Reimagining art and design education. In Creative Convergence: The AI Renaissance in Art and Design (pp. 87–100). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-45127-0_4
  • Kavakoglu, A. A., Almaç, B., Eser, B., & Alaçam, S. (2022). AI driven creativity in early design education: A pedagogical approach in the age of Industry 5.0. Co-Creating the Future – ECAADe 40, 133–142. https://doi.org/10.52842/conf.ecaade.2022.1.133
  • Kraehe, A. M. (2018). Creative agency: Empowerment in art and design education. Art Education, 71(6), 4–8. https://doi.org/10.1080/00043125.2018.1514835
  • Lee, C. W. (2025). Application of generative artificial intelligence in design education: An exploration and analysis to enhance student creativity. Engineering Proceedings, 98(1). https://doi.org/10.3390/engproc2025098029
  • Naik, S., Shukla, P., Obi, I., Backus, J., Rasche, N., & Parsons, P. C. (2025). Tracing the invisible: Understanding students’ judgment in AI-supported design work. C and C 2025 - Proceedings of the 2025 Conference on Creativity and Cognition, 438–442. https://doi.org/10.1145/3698061.3734399
  • Rodriguez-Ferradas, M. I., Ballerini-Fernandes, T., & Morer-Camo, P. (2025). Enhancing industrial design education: The impact of generative AI tools on mastering creativity techniques. 27th International Conference on Engineering and Product Design Education. 10.35199/EPDE.2025.54
  • Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
  • Schön, D. A., & Wiggins, G. (1992). Kinds of seeing and their functions in designing. Design Studies, 13(2), 135-156. https://doi.org/10.1016/0142-694X(92)90268-F
  • Song, H., & Guida, G. (2024). From AI-aided design to physical prototyping: Pedagogical experiments for fostering critical AI literacy. SIGraDi 2024 Biodigital Intelligent Systems XXVIII International Conference, 763–774. https://papers.cumincad.org/data/works/att/sigradi2024_588.pdf
  • Süner-Pla-Cerdà, S., Şen, G., Kumbasar, E., Şahin, B., & Ünlü, C. E. (2025). Designer experiences and perspectives on the role of generative AI in industrial design. AI and Society. https://doi.org/10.1007/s00146-025-02504-6
  • Tang, X., Windham, J., & Bush, B. (2025). Pre-AI and post-AI design: Balancing human creativity and AI tools in the industrial design process. Proceedings of 2024 International Conference on Artificial Intelligence and Future Education (AIFE 2024), 100–108. https://doi.org/10.1145/3708394.3708413
  • Tong, H., Türel, A., Şenkal, H., Ergun, S. F. Y., Güzelci, O. Z., & Alaçam, S. (2023). Can AI function as a new mode of sketching: A teaching experiment with freshman. International Journal of Emerging Technologies in Learning, 18(18), 234–248. https://doi.org/10.3991/ijet.v18i18.42603
  • Tversky, B. (2010). Visualizing thought. Topics in Cognitive Science, 3(3), 499-535. https://doi.org/10.1111/j.1756-8765.2010.01113.x
  • Van der Wal, A., Hoftijzer, J., and Haans, M. (2024) A framework for the agency of sketching, in Gray, C., Ciliotta Chehade, E., Hekkert, P., Forlano, L., Ciuccarelli, P., Lloyd, P. (eds.), DRS2024: Boston, 23–28 June, Boston, USA. https://doi.org/10.21606/drs.2024.806
  • Watkins, R., & Barak-Medina, E. (2024). AI’s influence on human creative agency. Creativity Research Journal. https://doi.org/10.1080/10400419.2024.2437264
  • Woodbury, R.F., & Burrow, A.L. (2006). Whither design space? Artificial Intelligence for Engineering Design, Analysis and Manufacturing, 20, 63 - 82. https://doi.org/10.1017/S0890060406060057
  • Xu, X., Konnova, A., Gao, B., Peng, C., Vo, D., & Dow, S. P. (2025). Productive vs. reflective: How different ways of integrating AI into design workflows affect cognition and motivation. Conference on Human Factors in Computing Systems - Proceedings. https://doi.org/10.1145/3706598.3713649
  • Yıldızoğlu, N. (2024). Sketching versus digital design tools in architectural design. Journal of Computational Design, 5(2), 301–316. https://doi.org/10.53710/jcode.1504947
  • Zhang, Z., & Yin, H. (2024). Research on design forms based on artificial intelligence collaboration model. Cogent Engineering, 11(1). https://doi.org/10.1080/23311916.2024.2364051
  • Zhou, Y., & Park, H. J. (2023). An AI-augmented multimodal application for sketching out conceptual design. International Journal of Architectural Computing, 21(4), 565–580. https://doi.org/10.1177/14780771221147605
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Endüstriyel Ürün Tasarımı, Tasarım Uygulaması ve Yöntemleri, Tasarım (Diğer)
Bölüm Araştırma Makalesi
Yazarlar

Aysun Ates-Akdeniz 0000-0003-4351-6800

Gönderilme Tarihi 6 Şubat 2026
Kabul Tarihi 23 Şubat 2026
Yayımlanma Tarihi 27 Şubat 2026
DOI https://doi.org/10.51664/artium.1883147
IZ https://izlik.org/JA36CC97YN
Yayımlandığı Sayı Yıl 2026 Cilt: 13 Sayı: 1

Kaynak Göster

APA Ates-Akdeniz, A. (2026). Who Designs? Design Students’ Experiences with AI-Augmented Form Development. Artium, 13(1), 20-31. https://doi.org/10.51664/artium.1883147

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