Abilities of design professors to distinguish design assignments generated by students and AI
Author(s)
Type
Conference Paper
Abstract
This study aims to detect the ability of professors to distinguish design assignments generated by students with and without using AI. Ten students were recruited to undertake a conceptual design task twice, one with and one without the help of AI. 105 higher-education associate, assistant and full professors from industrial and product design programmes were recruited to assess the generated designs using a 7-point Likert Scale with nine indexes. The results indicate that assessors have moderate ability to distinguish between design assignments of students using AI and those where students did not use AI. Three cues to suggest the risk of the design assignment is made with AI instead of students who did not use AI were identified. By considering the three cues, lecturers distinguish design assignments generated by students with or without AI.
Date Issued
2025-08-01
Date Acceptance
2025-08-01
Citation
Proceedings of the Design Society, 2025, 5, pp.319-328
ISSN
2732-527X
Publisher
Cambridge University Press
Start Page
319
End Page
328
Journal / Book Title
Proceedings of the Design Society
Volume
5
Copyright Statement
© The Author(s) 2025 This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Publication Status
Published
Date Publish Online
2025-08-27