Generative artificial intelligence (AI) has demonstrated significant potential in education, yet empirical research on its application in “hardware-driven” interdisciplinary design courses remains scarce. This study employed a randomized crossover experimental design in an IoT Hardware and Design Innovation course at Hunan University. Twelve industrial design undergraduates with no prior IoT background alternated between AI-assisted (ChatGPT-4o) and traditional learning resource conditions across six short-cycle tasks. The crossover design enabled each participant to serve as both experimental and control subjects, yielding 72 observation-level data points. Grounded in Cognitive Load Theory, the study examined three dimensions: process efficacy, difficulty structure, and switching adaptation costs. Results indicated that AI significantly improved perceived task completion efficiency, self-reported goal attainment, and learning experience, yet self-assessed knowledge transfer did not differ significantly between conditions. AI reduced the total number of reported difficulties but altered the difficulty-type distribution: resource-retrieval difficulties decreased while information-verification difficulties increased—a phenomenon we term “difficulty restructuring”. Furthermore, switching from AI back to traditional resources incurred significantly higher adaptation costs than the reverse transition, revealing emerging dependency risks. These findings suggest that generative AI may function more as a “difficulty restructurer” than a “difficulty eliminator” in hardware-driven design education, providing exploratory empirical evidence for incorporating verification literacy into future course design and calling for calibrated scaffold fading that may help mitigate emerging dependency risks.
Lu et al. (Sat,) studied this question.