VIRTUAL Prague Research & Teaching Conference

Abstract

This paper evaluates the prospects of integrating new technological advents, specifically AI (Artificial Intelligence), in design education. The concern here is not to measure whether these prospects are positive or negative, but rather to uncover their ability to enhance creativity and collaboration in design education. Starting with Heidegger’s argument that technology is not an end in itself but rather a ‘way of revealing’ particular human conditions, the paper investigates the impact of some AI assistive teaching/learning tools on the development of three knowledge modalities (technical, ethical, scientific). By juxtaposing ‘what is seen’ through students’ projects and ‘what is said’ through their reflections on AI assistive tools, the paper is grounded in modern hermeneutics in the way that it seeks to position educational thinking within contingent technological possibilities, uncovering herein unforeseen challenges as well as opportunities. The choice of hermeneutics here is hinged on the dialogical nature of AI technology, most of which necessitate the use of language (from the student’s side) and interpretation (from the AI’s side) to ensure successful results. Accordingly, the paper will analyze an series of visual, textual and observational evidence, demonstrating that while we cannot confirm the positive impact of AI tools on the acquisition of ethical or practical knowledge, AI technology proves beneficial in enhancing technical knowledge and in assisting students to discover an array of creative possibilities.