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Abstract Although image-generative AI has sparked heated discussion among engineers and designers, its role in CAD (computer aided design) education, particularly during the conceptual design phase, remains understudied. To address this, we examine the integration of image-generative AI into the early stages of design in a CAD class. Specifically, we developed an AI-integrated curriculum featuring an in-class workshop introducing the Midjourney tool for design, a take-home assignment for hands-on AI design practice, and a subsequent evaluation session for design critique. This curriculum was implemented with 20 students from a CAD class in a human centered design department at a research-intensive university. Employing a mixed-methods approach, we collected and analyzed data from surveys, interviews, and students' interaction logs with Midjourney to gain insights into their behaviors and perceptions concerning the integration of generative AI in CAD. Through coding students' logs and responses, we can identify several types of workflows on designing with AI and students' perceptions of AI integration in curriculums. The results offer valuable insights for the integration of generative AI in CAD education and suggest potential directions for future AI-assisted design tools and workflows.
Zhu et al. (Sun,) studied this question.