Use of Generative AI Tools to Supplement Novice Design Knowledge in Project-Based Learning

Abstract

This research paper describes an initiative to supplement novice design knowledge with generative AI (genAI). Past studies show students feel they don’t have sufficient genAI knowledge and skills, and faculty are concerned about students’ ability to evaluate genAI. Although there is concern that students may become too reliant on genAI, research shows that genAI can support the development of and ultimately automate aspects of the engineering design process. This research identifies students’ perceptions of the use of genAI in engineering design courses. Building on the designer patterns described in Crismond and Adam’s Informed Design Learning and Teaching Matrix, this work explores genAI’s impact on engineering design. Findings show students are generally comfortable using genAI, they feel they are using it effectively, that it increases their quality of work and efficiency, and feel it enhances their creativity. Students reported mixed messages from instructors and concerns about ethical use, unfair advantage, and over-reliance.