The integration of Generative Artificial Intelligence (GenAI) technologies, such as ChatGPT and DALL·E, into educational settings, particularly within higher education’s Design Thinking courses, represents a pioneering approach that is redefining traditional learning paradigms. This qualitative study delves into this innovative integration through an analysis of 112 student self-reflections within a Design Thinking course, providing a comprehensive examination of students’ evolving perceptions and the consequential impact on learning processes. Initially, the study underscores the prevalent scepticism among students regarding adopting GenAI tools in an academic environment. This scepticism is rooted in concerns over the impersonal nature of technology and its potential to undermine the human elements of creativity and critical thinking that are fundamental to design education.

Authors: Vishal Rana, Bert Verhoeven, Daraneekorn Supanti

Published in: Canada International Conference on Education, 2024

• Date of Conference: 23-25 July, 2024
• DOI: 10.20533/CICE.2024.0030
• Electronic ISBN: 978-1-913572-65-5
• Conference Location: Toronto Metropolitan University, Toronto, Canada