| Title |
Spatial Design Education Model Utilizing the Dual Process of Generative AI and Professional Design Tools |
| DOI |
https://doi.org/10.14774/JKIID.2026.35.3.011 |
| Keywords |
Generative AI; Spatial Design; Design Education; Prompt Literacy; Design Process |
| Abstract |
The rapid advancement of generative AI is transforming the spatial design process, necessitating new pedagogical approaches in design education. This study proposes and evaluates the AISD (AI-Integrated Space Design) Education Model, which strategically integrates generative AI tools into the Double Diamond design framework. A 15-week interior design studio course involving 39 third-year undergraduates was analyzed using a mixed-methods approach. To overcome current technical limitations of AI in precise spatial realization, this study implemented a “Dual Process” that separates AI-driven ideation from SketchUp-based 3D modeling.The results, supported by qualitative observations and quantitative learner surveys, are as follows:First, generative AI significantly accelerated the ‘Discover’ and ‘Define’ stages by structuring research data and visualizing initial concepts, with 93.3% (M =4.63) of students acknowledging increased process efficiency. Second, AI simulations effectively mitigated “idea fixation” and expanded design diversity during the ‘Develop’ stage, as confirmed by 96.7%(M =4.57) of respondents. Third, the dual process fostered a proactive academic attitude, enabling students to critically select and refine AI outputs. This ensured the preservation of learner authorship(M =4.67), preventing technological dependency. Furthermore, the pedagogical effectiveness was validated by all students winning awards in national design competitions. While limited to a single-case study, this research provides a foundational framework for integrating AI as a co-creative asset in spatial design education while maintaining human-centric design agency. |