Stefana Broadbent, et al. (2026) — arXiv preprint. arXiv:2607.17094 [cs.CY]. 📄 Full text (arXiv)
This survey of design students at the Politecnico di Milano (2025/2026), paired with AI-use journals kept during research assignments, examines how generative-ai enters the design process. Reported use is very frequent and concentrated in the early, ideation-heavy stages of projects.
Crucially, high GenAI adoption did not reduce students' perceived project ownership or creativity, a finding relevant to higher-ed policy and the student-experience of AI-augmented studio work. The study speaks to ongoing ai-literacy efforts and to academic-integrity debates about authorship and process transparency in design and writing-education, offering educators a discipline-specific evidence base for generative-ai guidance rather than blanket restriction.
Related Pages
- generative-ai — related AIED work
- higher-ed — related AIED work
- student-experience — related AIED work
- ai-literacy — related AIED work
- academic-integrity — related AIED work