Evolving a model of Gen-AI enhanced design visualisation workflow

Artificial Intelligence (AI) has been embraced in design education and practice communities, and there is now an interest in creating learning experiences which are informed by this new paradigm. Encouraged by institutional support for principled “continuous improvement” and “innovation” which could appropriately integrate AI for teaching, learning and assessment, we explored Vizcom, an AI tool that enhances sketch-based image generation and integrates with CAD and digital workflows. We wanted to understand the patterns of transition between students’ past design and AI experiences into Vizcom. Our interventions took place in two Product Design modules (classes) —one undergraduate (UG) and one postgraduate (PG) —both focused on transitioning from sketches through to CAD or physical models. Vizcom was introduced in computer lab sessions, offering students exposure to emerging digital tools, and they were asked to then complete tasks related to thir project work. Analysis reviewed student outputs from the dedicated Vizcom, sessions, their exhibition work (from UG intervention 1) and a survey of particpants of intervention 2. Results showed that it was different for students to move beyond superficial experiences within short timescales, and relatively few (10/50) carried it through inot their project work. Of those that did, there was evidence of integration of the tool. The survey may suggest those students less confident about their rendering skills were more likely to be impressed by vizcom, and that there was a correlation between positive perception of vizcom and agreement that it should be used in educational settings.