Fostering Product Design Innovation: Developing and Implementing an AIGC-Integrated Teaching Model in the "Product Design Process and Methods" Course

Abstract

This study aims to construct and implement an innovative AIGC-empowered teaching model for the core course "Product Design Process and Methods," with the overarching goal of systematically enhancing students' creative and design capabilities. Guided by the principle of "Cognitive Co-creation," the model establishes a structured and comprehensive teaching framework that spans the entire learning cycle, including pre-class preparation, in-class engagement, and post-class reflection. In the pre-class stage, students engage in targeted research and knowledge acquisition activities, supported by AIGC tools that facilitate information synthesis and ideation. During class, the model emphasizes interactive collaboration and iterative design development, where AIGC-powered platforms assist students in concept divergence, solution generation, and rapid prototyping. In the post-class phase, students refine their designs, produce final presentations, and engage in peer and instructor evaluations, with AIGC providing feedback and analytics to guide improvement. The effectiveness of the model is assessed through practical teaching applications and systematic analysis of student performance, revealing significant enhancements in creativity, problem-solving skills, critical thinking, and collaborative design competencies. The study concludes by exploring future directions, including the integration of 3D generative AI for immersive design experiences, the development of adaptive learning pathways, and the establishment of ethical guidelines to ensure responsible and sustainable application of AI technologies in design education. This research demonstrates that embedding AIGC across the learning process can transform traditional design instruction into a dynamic, student-centered, and innovation-driven educational experience.