ArticleFrontiers in psychology2026
Effects of integrating a structured design thinking strategy into generative AI-supported design learning on students' design achievement, creative self-efficacy, and problem-solving skills.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
The rapid development of generative artificial intelligence (GAI) offers new opportunities for design education, yet its educational value may be limited without clear instructional guidance. To address this issue, this study integrates a structured design thinking strategy based on the Double Diamond model into GAI-supported design learning to support students' purposeful and reflective use of GAI tools. An experimental study was conducted in a university-level character design course in China, involving 120 undergraduate students assigned to three conditions: GAI-supported learning with a structured design thinking strategy (GAI-SDTS), GAI-supported learning without the strategy, and traditional design learning. Results showed that students in the GAI-SDTS group achieved higher design achievement, creative self-efficacy, and problem-solving skills than those in the other two groups. These findings suggest that while GAI can support design learning, its educational benefits appear to be strengthened when embedded within a structured design thinking framework. The study also discusses the theoretical and practical implications of integrating generative AI with structured design thinking in higher education design contexts.
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