Teaching strategies and ethics of AIGC-based creative courses : focusing on undergraduate product design programs in china and south korea

다국어 초록 (Multilingual Abstract)

As generative artificial intelligence enters higher education, undergraduate product design courses are changing in information collection, concept development, visual expression, and design revision. Because product design requires problem-oriented thinking, open-ended exploration, and comprehensive judgment, AIGC affects not only task efficiency, but also students’ cognitive engagement, reliance on generated results, and awareness of classroom norms. This study compares undergraduate product design courses in China and South Korea through literature analysis, comparative research, content analysis, and a questionnaire survey. The analysis focuses on four dimensions: efficiency empowerment and self-efficacy, learning engagement and higher-order thinking, cognitive offloading and overdependence risk, and educational ethics and transparency awareness.
The findings show that South Korean courses emphasize staged progression, problem analysis, prompt revision, and process feedback, while Chinese courses use AIGC more often for project tasks, creative generation, visual expression, and outcome refinement. No significant difference was found between Chinese and South Korean students in efficiency empowerment and self-efficacy. However, South Korean students scored higher in learning engagement, dependency risk, and transparency awareness. Differences among ability levels were not statistically significant.
Based on these results, this study proposes a three-stage teaching path for Chinese product design courses: pre-class normative guidance, in-class collaborative application, and post-class process transparency.

목차 (Table of Contents)

• I. Introduction 1
• 1. Research Background 1
• 2. Research Objectives, Significance, and Research Questions 3
• 3. Research Scope and Research Objects 7
• 4. Research Methods 8
• 5. Research Procedure 10
• II. Literature Review and Theoretical Framework 12
• 1. Trends in the Application of AIGC and Changes in Learning Modes 13
• 2. A Four-Dimensional Analytical Framework 20
• 3. China–South Korea Differences and Research on Process Governance 30
• 4. Limitations of Existing Research and the Point of Entry of This Study 35
• III. Comparative Study of China–South Korea Differences and Process Governance 42
• 1. Main Comparative Dimensions and Analytical Framework 42
• 2. South Korean Courses and the Application of Generative Systems 44
• 3. Chinese Courses and the Application of Generative Systems 50
• 4. Comparative Analysis of China–South Korea Differences 58
• IV. Empirical Analysis of AIGC Use in Undergraduate Product Design Courses in China and South Korea 64
• 1. Research Design and Analytical Approach 64
• 2. Questionnaire Design and Variable Description 66
• 3. Sample Collection and Data Processing Procedures 68
• 4. Reliability and Validity Tests 71
• 5. Descriptive Statistics and Correlation Analysis of the Dimensions 78
• 6. Independent-samples t-test of differences between Chinese and Korean students 83
• 7. One-Way ANOVA of Differences among Students at Different Levels of Competence 88
• 8. Discussion of Results 91
• V. Instructional Application Strategies and Process Governance Recommendations for Generative Systems in Product Design Courses 92
• 1. Basis for the Proposed Strategies 94
• 2. Basic Principles for Strategy Development 95
• 3. Pre-Class Strategies: Normative Guidance and Tool Positioning 98
• 4. In-Class Strategies: Collaborative Application for Students with Different Levels of Prior Competence 101
• 5. Post-Class Strategies: Process Transparency and Evaluation Optimization 104
• 6. Three-Stage Strategic Pathway for Product Design Courses 107
• VI. Research Conclusions and Future Prospects 111
• 1. Main Research Conclusions 111
• 2. Research Limitations 115
• 3. Future Prospects 118
• References 120
• Appendix 127
• 국문초록 131
• Acknowledgments 133