設計流程展現人類在模糊空間的創造和探索，呈現在發散與收斂思維之間不斷切換、尋找最為合適的解決方案的思路歷程，人工智慧（Artificial Intelligence, AI）的運作則基於預先設定的演算法和大量的數據分析，快速產生精準且可靠的回應或解決方案，早在90年代便已有學者開始探尋這一技術是否能為設計流程帶來奧援，近一年來隨著生成式人工智慧（Generative Artificial Intelligence, 生成式AI）的乍現，又為AI介入設計流程引發另一波討論，然而，從學生視角來看待此一變革的現存研究並不多見，為此本研究欲透過在課堂中導入快速設計活動，從學生的觀點出發，展開對生成式AI工具在設計流程的初探，試圖釐清如何運用這些工具並推敲其所帶來的效用，是為本研究目的。本研究廣泛搜集與彙整至今關於AI在設計應用領域的重要文獻。接著透過觀察、回顧半結構式訪談並經由主題式分析揭示AI工具介入設計流程的效益與局限，也發現唯有學生熟悉並懂得如何調整和引導時，才能真正提升效率，透過專家評分結果，顯現AI工具的先後介入設計效果也有所不同。
本研究最後周延盤點AI工具與設計流程中的適用時機和協作模式，並提出幾項學生所需的關鍵能力。在適用時機方面，文字型AI工具在定義階段最為合適，並可在發展階段作為想法客觀評估的依據，圖像型AI工具則在製作人物誌圖片時具有優勢，並且在發展階段可快速提供視覺參考。在協作模式方面，在問題空間中應先讓學生主導議題探索和概念發展，再適當地融入AI工具的使用，以有效地規避AI工具所帶來的負面影響； AI工具則需要提前介入解法空間，即利用AI工具快速探索和生成常規或已知的解決方案以節省時間。而由於AI工具的先後介入皆會產生負面影響，因此將AI工具僅作為設計溝通媒介也不妨是個選擇。最後，本研究認為學生需具備批判性思維、保有創新能力和技術適應能力，以有效將AI工具融入設計流程中，將其所帶來的效益最佳化。

The design process showcases human creativity and exploration in ambiguous spaces, alternating between divergent and convergent thinking to find the most suitable solutions. Artificial Intelligence (AI) operates based on predefined algorithms and extensive data analysis, quickly generating precise and reliable responses or solutions. Since the 1990s, scholars have explored whether this technology could aid the design process. Recently, with the emergence of Generative AI, there has been renewed discussion about AI's role in this process. However, only some studies have examined this transformation from a student's perspective. This research aims to explore the initial use of generative AI tools in the design process from students' viewpoints, introduced through rapid design activities in a classroom setting. The goal is to understand how these tools can be utilized and to evaluate their effectiveness.This study involves an extensive collection and review of significant literature on AI in design. Through observation, semi-structured interviews, and thematic analysis, it reveals the benefits and limitations of AI tools in the design process. It finds that efficiency is truly enhanced only when students are familiar with and know how to adjust and guide the use of these tools. Expert evaluation results also indicate that the timing of AI tool intervention affects the design outcome.
The study comprehensively identifies appropriate times and collaborative modes for AI tools in the design process, proposing critical skills students need. Regarding timing, text-based AI tools are most suitable in the define phase and can objectively assess ideas during the develop phase. Image-based AI tools excel in creating character profiles and offer rapid visual references during the develop phase. Regarding collaboration modes, students should initially lead the exploration of issues and concept development in the problem space before integrating AI tools to avoid negative impacts. AI tools should be involved early in the solution space to explore and generate conventional or known solutions, saving time. As the intervention of AI tools at different stages can have negative impacts, using them solely as a design communication medium is also a viable option. Finally, the study concludes that students need critical thinking, innovative capacity, and technological adaptability to integrate AI tools effectively into the design process and optimize their benefits.

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