Exploration of Human-Computer Collaborative Teaching Reform in the Course "Book Design" Driven by AIGC

Yiting Zhang; Yina Zhang

doi:10.70088/e449xs83

Authors

Yiting Zhang School of Creative Design, Dongguan City College, Dongguan, China Author
Yina Zhang Dongshan Town Central Primary School, Raoping County, China Author

DOI:

https://doi.org/10.70088/e449xs83

Keywords:

generative artificial intelligence, human-computer collaboration, book design, teaching model, cognitive friction, design education

Abstract

The rapid advancement of generative artificial intelligence (AIGC) technology has introduced transformative opportunities for the pedagogical innovation of design-oriented courses in higher education. This study takes the "Book Design" course at Dongguan City College as a practical case to systematically address three persistent challenges in conventional design instruction: limited creative divergence, bottlenecks in design efficiency, and overly narrow evaluation dimensions. To overcome these limitations, a human-computer collaborative teaching model is constructed, grounded in three core mechanisms: structured role division and collaboration between students and AI tools, cognitive friction-driven learning strategies, and a dual-dimensional evaluation framework. The model explicitly delineates the respective responsibilities of AI systems and student designers at each phase of the design process, ensuring that human creativity remains central while AI serves as a cognitive amplifier. Three cognitive friction-driven teaching strategies are designed to stimulate higher-order thinking, including critical evaluation of AI-generated outputs, iterative refinement through prompt engineering, and reflective comparison between human and machine design decisions. Furthermore, a comprehensive evaluation scheme integrating both process-oriented and outcome-oriented assessment criteria is established to capture the multifaceted nature of student learning. Teaching practice demonstrates that this model yields significant positive effects in broadening students' creative horizons, enhancing design efficiency, and enriching the diversity of evaluation perspectives. The resulting prompt resource library developed throughout the course serves as a reusable pedagogical asset, offering a replicable reference pathway for the modernization of design education in the era of artificial intelligence.

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