AI Insight
This experimental study with 120 Chinese undergraduate students examined whether combining generative AI tools with a structured design thinking framework (based on the Double Diamond model) improves learning outcomes in design education. Students who used generative AI alongside the structured design thinking strategy demonstrated significantly higher design achievement, creative self-efficacy, and problem-solving skills compared to both students using generative AI without structured guidance and those in traditional design learning environments. The findings indicate that generative AI's educational effectiveness in design contexts is enhanced when integrated with explicit instructional frameworks rather than used as a standalone tool.
Why it matters
As generative AI tools become increasingly prevalent in educational settings, this research provides evidence-based guidance for educators on effective implementation strategies. The structured integration approach offers a practical model for design education programs seeking to leverage AI technologies while maintaining pedagogical rigor and supporting student skill development.
The rapid development of generative artificial intelligence (GAI) offers new opportunities for design education, yet its educational value may be limited without clear instructional guidance. To address this issue, this study integrates a structured design thinking strategy based on the Double Diamond model into GAI-supported design learning to support students’ purposeful and reflective use of GAI tools. An experimental study was conducted in a university-level character design course in China, involving 120 undergraduate students assigned to three conditions: GAI-supported learning with a structured design thinking strategy (GAI-SDTS), GAI-supported learning without the strategy, and traditional design learning. Results showed that students in the GAI-SDTS group achieved higher design achievement, creative self-efficacy, and problem-solving skills than those in the other two groups. These findings suggest that while GAI can support design learning, its educational benefits appear to be strengthened when embedded within a structured design thinking framework. The study also discusses the theoretical and practical implications of integrating generative AI with structured design thinking in higher education design contexts.