In an age where artificial intelligence (AI) is reshaping creative processes, understanding its role in design education is essential. Sun emphasizes the importance of blending imagination with critical evaluation in her teaching. As she puts it, “Some students might generate concepts that are imaginative, but they need evaluation.” The objective is not merely to produce images quickly; rather, it is to foster reasoning, sensitivity, and intentional design choices. While AI can accelerate the iteration process, the ultimate outcome hinges on the students’ judgment.
By thoughtfully integrating AI into the learning process, students cultivate perceptual and design judgment that is honed through hands-on projects. They learn to comprehend human emotions and user needs, transforming abstract ideas into tangible design solutions. This approach represents a responsible use of AI as a collaborative tool in the realm of design.
Self-directed learning is a cornerstone of Sun’s educational philosophy. She has dedicated years to developing an online platform that encourages students to explore AI and interdisciplinary knowledge. This platform enables them to learn independently, engage with AI tools in a responsible manner, and remain informed in a rapidly advancing field.
“AI doesn’t have opinions,” Sun pointed out. “It can repeat information, but it can’t make judgment calls.” Therefore, it’s crucial for students to learn to guide AI with their own reasoning, curiosity, and ethical considerations. This forms the essence of humanizing AI in the educational context.
Through this framework, students in the UC Industrial Design program are uncovering how AI can enrich their creativity and reasoning while preserving the human judgment and emotional intelligence that are vital for effective design.
Sun is set to present her findings at the Human Computer Interaction International Conference and publish her work in the Design Management Journal.
Featured image at top: Rendering of the interior design of a vehicle. Photo provided.
