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Abstract Computer-aided design (CAD) is a standard design tool used in engineering practice and by students. CAD has become increasingly analytic and inventive in incorporating artificial intelligence (AI) approaches to design, e.g., generative design (GD), to help expand designers' divergent thinking. However, generative design technologies are relatively new, we know little about generative design thinking in students. This research aims to advance our understanding of the relationship between aspects of generative design thinking and traditional design thinking. This study was set in an introductory graphics and design course where student designers used Fusion 360 to optimize a bicycle wheel frame. We collected the following data from the sample: divergent and convergent psychological tests and an open-ended response to a generative design prompt (called the generative design reasoning elicitation problem). A Spearman's rank correlation showed no statistically significant relationship between generative design reasoning and divergent thinking. However, an analysis of variance found a significant difference in generative design reasoning and convergent thinking between groups with moderate GD reasoning and low GD reasoning. This study shows that new computational tools might present the same challenges to beginning designers as conventional tools. Instructors should be aware of informed design practices and encourage students to grow into informed designers by introducing them to new technology, such as generative design.
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Paradigmatic design thinking: how generative AI changes the role of human designers
Engineering design has recently undergone a paradigm shift led by generative artificial intelligence (AI). The Generative Design (GD) paradigm utilizes generative AI tools (e.g., large language models) to define the objective space and computationally exploit the design space. This is a drastic shift from the roles of human designers in the Traditional Design (TD) paradigm which consists of manual design-objective space co-evolution, and has created a research gap for Generative Design Thinking (GDT): how a designer thinks and cognitively approaches the design process during GD. To fill this gap, we propose the Paradigmatic Design Thinking Model which uniquely defines design thinking as situated within three factors (Design Cognition, Design Tools, and Design Methodology) and use it to explain design thinking in two paradigms: Traditional Design Thinking and Generative Design Thinking.
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- Award ID(s):
- 2207408
- PAR ID:
- 10661924
- Publisher / Repository:
- Cambridge University Press & Assessment
- Date Published:
- Journal Name:
- Proceedings of the Design Society
- Volume:
- 5
- ISSN:
- 2732-527X
- Page Range / eLocation ID:
- 2571 to 2579
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
-
Accepted Manuscript
- Journal Article:
- https://doi.org/10.1017/pds.2025.10271
