Structuring Creative Thinking in 3-D Computer Graphics Education Through AI-Supported Reverse Engineering and Mind Mapping

Abstract

Japan's 3-D computer graphics (3DCG) education, particularly in vocational schools, often emphasizes mastery of digital content creation (DCC) tools over creative thinking and collaborative competencies. This study evaluates a four-stage educational framework implemented in capstone projects at a Japanese vocational school: 1) reverse engineering, 2) mind mapping, 3) AI-guided critical thinking, and 4) project management. Quantitative and qualitative evaluations indicate improvements in students' creativity, collaboration, visual communication, and analytical thinking. Students analyze existing works through reverse engineering, organize extracted elements using mind maps, critically examine AI-generated concepts for narrative consistency and technical feasibility, and implement production through structured project management and DCC workflows. The framework integrates technical, creative, and collaborative skills and may extend beyond 3DCG animation to gaming, filmmaking, architecture, and product design. These findings suggest its potential as an adaptable educational model across cultural and institutional contexts.