Tasarım Eğitiminde Diyalog Ortamı Olarak Üretken Yapay Zeka: Kavram Geliştirme Süreci Üzerine Bir Model Önerisi

Abstract

The study examines the usability of generative artificial intelligence as a medium in the concept development process of design education from a dialectical perspective. The design process exhibits an iterative and dynamic structure, which is supported by the dialogue established with generative AI. In this context, a series of experimental studies were conducted in which students experienced both text-to-image and image-to-image creation processes. The experimental processes explored the effects of generative AI on conceptual design approaches and investigated how it could be utilized. It has been revealed that the combined use of text-based and image-based mediums can contribute to the creation of dynamic images. Moreover, not only text-based but also image-based dialogues have gained importance in the design process. The dialogical state supports the dynamic and cyclical nature of design, aiding students in their research through process and experience. Generative AI facilitates the discovery, questioning, and understanding of knowledge through words or images, encouraging the designing subject to move beyond being mere consumers of information to becoming active producers of knowledge. The study proposes a model for the integration of generative AI into the conceptual processes of design education. Approaches concerning how this medium can transform thinking practices are essential. Consequently, the study has examined how generative AI deepens conceptual thinking processes and how it can be integrated into educational practices. The findings presented lay a foundation for future research and offer recommendations for its potential use in educational contexts.