Journal of Artificial Intelligence and Robotics
Artificial Intelligence (AI) is poised to disrupt all levels of education. The recent advances in the generative capabilities of new chatbots, AI art generators, and large language models have upended the art and design development pipeline. At the same time, the focus has remained on the nature of creativity and the role of humans in the creative process, prompting calls to ban AI art, bring lawsuits over copyright infringement, and demand universal watermarks to identify AI-generative content. Regardless of the outcome of such litigation, AI has already radically altered the workflow for artists and designers. This case study aims to demonstrate how AI can be practically applied and integrated into the web design UI/UX classroom. The proposed goal is not to replace the teaching of AI and Machine Learning (ML) but rather to provide web designers and developers with novel tools for creating innovative and creative content. The study was motivated by the varying levels of skill and experience among students in introductory-level web design and User Experience (UX) courses, and researchers postulated that both text-based and image-based AI generators could enhance students' aesthetic and creative copy capabilities. The results show that integrating AI tools into the web design and development workflow resulted in students reporting fewer deficiencies and producing better final projects. The study found that students found text-based generators particularly helpful in improving productivity and writing copy and code, while image-based generators aided in ideation and color selection.
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Lively, Jason; Hutson, James; and Melick, Elizabeth, "Integrating AI-Generative Tools in Web Design Education: Enhancing Student Aesthetic and Creative Copy Capabilities Using Image and Text-Based AI Generators" (2023). Faculty Scholarship. 482.