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<p>With the rapid advancement of Generative Artificial Intelligence (GAI) and its integration into education, traditional design education is undergoing significant transformation. This study explores how GAI can enhance students’ learning experiences and conceptual design skills, contributing to the ongoing development of design education research. Based on technology-mediated learning theory, a mixed-methods approach was employed, combining quantitative analysis and qualitative case studies. The study involved undergraduate graphic design students, categorized into novice and skilled groups based on their design proficiency. By comparing the outcomes of traditional and GAI-assisted teaching methods during the conceptualization phase of logo design, the study revealed that GAI-assisted teaching significantly improved the quantity, novelty, and diversity of conceptual designs. However, its limited impact on design quality suggests that while GAI can enhance ideation, refining and evaluating design outcomes still require critical thinking and expert guidance. Further analysis showed that learning experience partially mediated the relationship between teaching strategies and learning outcomes. These findings provide theoretical insights into technology-enhanced education and offer practical guidelines for curriculum development, including strategies for balancing AI tools with traditional methods to optimize student learning across different proficiency levels. Future research could expand the scope of participants, explore additional teaching tools and strategies, and examine the applicability of GAI across different design disciplines.</p>

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Investigating generative artificial intelligence’s role in logo design pedagogy: effects on learning experience and outcomes

  • 期刊论文

  • 发表日期：

    2026年4月13日

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  • Mengen Gu,
  • Zenghui Zhou,
  • Weipeng Huang,
  • Tianyingzi Li,
  • Fei Liao

摘要

With the rapid advancement of Generative Artificial Intelligence (GAI) and its integration into education, traditional design education is undergoing significant transformation. This study explores how GAI can enhance students’ learning experiences and conceptual design skills, contributing to the ongoing development of design education research. Based on technology-mediated learning theory, a mixed-methods approach was employed, combining quantitative analysis and qualitative case studies. The study involved undergraduate graphic design students, categorized into novice and skilled groups based on their design proficiency. By comparing the outcomes of traditional and GAI-assisted teaching methods during the conceptualization phase of logo design, the study revealed that GAI-assisted teaching significantly improved the quantity, novelty, and diversity of conceptual designs. However, its limited impact on design quality suggests that while GAI can enhance ideation, refining and evaluating design outcomes still require critical thinking and expert guidance. Further analysis showed that learning experience partially mediated the relationship between teaching strategies and learning outcomes. These findings provide theoretical insights into technology-enhanced education and offer practical guidelines for curriculum development, including strategies for balancing AI tools with traditional methods to optimize student learning across different proficiency levels. Future research could expand the scope of participants, explore additional teaching tools and strategies, and examine the applicability of GAI across different design disciplines.