Integrating AI into Engineering Design Education: A Comparative Study of Traditional and AI-Enhanced Approaches in a Second-Year Design Course
TL;DR
Investigation of the impact of integrating GenAI tools on student learning in the second-year engineering design course at the University of Prince Edward Island finds that students most frequently used GenAI for brainstorming, problem definition, and concept generation, while strongly engaging with ethical verification practices.
Abstract
The rapid emergence of generative artificial intelligence (GenAI) is reshaping engineering education. This study investigates the impact of integrating GenAI tools on student learning in the second-year engineering design course at the University of Prince Edward Island by comparing two instructional approaches: a traditional non-AI design project and a GenAI-integrated design project. The study utilized anonymous, voluntary student surveys to evaluate and compare students' learning experiences across both projects. The survey captured both quantitative and qualitative insights into how students perceive the role of GenAI in their learning, collaboration, creativity, and problem-solving processes. Findings show that students most frequently used GenAI for brainstorming, problem definition, and concept generation, while strongly engaging with ethical verification practices. However, perceptions of GenAI’s impact on collaboration and enhancing the efficiency of the design process were mixed. These results inform future learning outcomes, assessment strategies, and broader approaches for responsibly integrating GenAI across engineering programs.