| Title |
Narrative Inquiry into Learning Experiences with AI Tools in Spatial Design Education |
| DOI |
http://doi.org/10.14774/JKIID.2024.33.4.126 |
| Keywords |
Artificial Intelligence; Spatial Design; Narrative Inquiry; Design Education; Learning Experience |
| Abstract |
Recent advancements in artificial intelligence (AI) technology have positioned it as a crucial tool in architecture and interior design, leading to its increased adoption in design education. This research endeavored to gain a profound understanding of learners' experiences in AI-based spatial design processes through narrative inquiry. The objective of the study was to analyze how AI tools contribute to enhancing learners' creativity, time management, teamwork, and collaboration skills, thereby providing insights for improving design education. The study involved 12 participants, comprising six learners engaged in group projects (three teams) and six individuals conducting independent projects.
The study applied the narrative inquiry methodology to analyze learners' experiences according to weekly plots. Data were collected through semi-structured interviews and subjected to in-depth analysis based on these narratives.
The findings revealed that AI tools significantly contributed to improving creativity and time efficiency in learners' design processes. Learners were able to focus on more complex and creative design challenges by delegating repetitive and simple tasks to AI tools. Furthermore, AI tools positively impacted teamwork and collaboration, enhancing the quality of collaborative work. However, limitations such as information overload, reliability issues of outcomes, and ethical considerations were also identified. These results suggest that AI tools enrich learners' experiences in design education and offer important implications for enhancing educational methodologies. |