E&PDE 2024 - 26th International Conference on Engineering & Product Design Education
The Conference will bring together representatives from education and industry interested in sharing new perspectives on design education.
Knowledge Base Repository
In addition to research papers, the Design Society is developing several valuable resources for those interested in the study of design. These include a repository of PhD theses, a library of case studies and transcripts of design activities, and an archive of our newsletters. Please note that these resources are accessible exclusively to Design Society members.
THE INTERSECTION OF AI AND BLOOM'S TAXONOMY IN DESIGN EDUCATION: A ROBOTIC DESIGN CASE STUDY
Jiménez Romanillos, Elena; Andersson, Torbjörn
Type:
Year:
2024
Editor:
Grierson, Hilary; Bohemia, Erik; Buck, Lyndon
Author:
Series:
E&PDE
Institution:
Department of Management and Engineering, Linköping University, Sweden
Page(s):
651 - 656
DOI number:
ISBN:
978-1-912254-200
ISSN:
3005-4753
Abstract:
Generative Artificial Intelligence (GAI) tools are getting involved in the learning process of new generations, and these tools can make a change in product design education, which can be used in different design phases. This study examines their integration through a student project at Linköping University, focusing on the creation of an autonomous robot. From its observation and reports, it is analysed how these tools influence the different design phases and their application, and how students with different skill levels adapt to AI integration. This case study presents not only the practical use of GAI in design but also its impact on educational paradigms, particularly in how it gets involved and reshapes the traditional learning hierarchy outlined by Bloom's Taxonomy. Our findings indicate that GAI tools not only improve efficiency in the design iteration but also introduce a possible shift in learning approaches when it comes to new skills, which may make students skip the learning of base knowledge. GAI has the potential to promote an inverse learning sequence in which students participate in practical application and creation before fully understanding theoretical foundations. This shift implies a re-evaluation of educational frameworks to ensure that while embracing the benefits of GAI, critical thinking and foundational knowledge are not excluded. A balanced approach to teaching that incorporates GAI tools while preserving fundamental engineering and design concepts might be a desirable future.
Keywords:
