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The study assesses the impact of generative AI tools on design ideation and development in interior design education.

June 26, 2026Open Access

From Manual Ideation to AI-Augmented Exploration: Evaluating Human–AI Workflows in Furniture Design Education (A Quasi-Experimental Study)

Key Points

The study assesses the impact of generative AI tools on design ideation and development in interior design education.
Quasi-experimental mixed-methods design involving 34 undergraduate students at a Jordanian university.
Participants completed manual design activities and AI-assisted redesigns, evaluating tools like Vizcom, Krea.ai 1, and ChatGPT 4.
Quantitative results analyzed using descriptive statistics and Wilcoxon signed-rank tests; qualitative feedback collected via open-ended questions.
AI-assisted workflows significantly enhanced exploration (Z = -3.42, p < 0.001, r = 0.66) and approached significance for workflow efficiency (Z = -1.97, p = 0.049, r = 0.38).
67.6% of student designs improved with AI assistance, as rated by expert jurors.
Students reported reduced mental burden and increased feelings of ownership, despite frustrations with prompt creation and language barriers.

Abstract

Generative artificial intelligence has emerged as a tool that can influence students’ ideation, development, and communication of design solutions. A quasi-experimental mixed-methods study investigated the application of three generative AI tools, specifically Vizcom, Krea.ai 1, and ChatGPT 4, to furniture design in an undergraduate interior design course offered at a private Jordanian university. This study sought to address a gap in region-specific AI tools for design education. Thirty-four third-year students completed both a manual design activity (pre-test) and a redesign activity with AI assistance (post-test) after structured training. Twenty-seven participants completed both activities and were included in the analyses. Experience was measured with the Creativity Support Index (CSI) and NASA Task Load Index (NASA-TLX); qualitative measures included open-ended questions and expert-juror ratings of the 27 resulting designs. Quantitative results were analyzed with descriptive statistics and Wilcoxon signed-rank tests (SPSS v28). AI-assisted workflows significantly enhanced exploration (Z = −3.42, p < 0.001, r = 0.66) and approached significance for workflow efficiency (Z = −1.97, p = 0.049, r = 0.38). Students reported decreases in mental, time, and effort burden, while feelings of expressiveness and ownership remained. Jury experts concluded that 67.6% of students achieved improved outcomes using AI tools. Students experienced moderate frustration with prompt creation, tools operating in English, and AI’s inability to design intricate details. Generative AI can be most beneficial during the conceptual stages, enabling broader exploration and greater efficiency. With careful pedagogy and ethical discussion, students can use AI tools without losing ownership of their designs. Consideration for generative AI software implementation in interior design programs in Jordan and across the MENA region is provided.

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