Research on the Fusion Teaching Mode of AIGC and Design Education Based on Design Thinking : -Focused on Illustration Courses-

목차 (Table of Contents)

• LIST OF FIGURES VI
• LIST OF TABLES VIII
• ABSTRACT X
• Chapter 1. Introduction 1
• 1.1 Research Background 1
• 1.2 Research Purposes 4
• 1.3 Research Questions 6
• 1.4 Research Significance 8
• 1.5 Research Design and Methodology 10
• 1.6 Literature Review 13
• 1.6.1 AIGC Applications in Design Education 13
• 1.6.2 The current situation of the integration of design thinking and educational models 22
• 1.6.3 Application of the TPACK model 28
• 1.6.4 Application of constructivist learning theory 33
• 1.6.5 Application of Technology Acceptance Model (TAM) 35
• 1.6.6 Application of Cognitive Load Theory (CLT) 39
• 1.6.7 Application of the ARCS Motivational Model 42
• 1.7 Summary of this chapter 45
• Chapter 2. Relevant Theoretical Foundations 47
• 2.1 Basic Concepts and Teaching Value of Design Thinking 47
• 2.1.1 Definition and Development History 47
• 2.1.2 Core Elements and Processes of Design Thinking 52
• 2.1.3 Design Thinking in Education 56
• 2.2 Technical Principles and Educational Applications of Generative Artificial Intelligence (AIGC) 62
• 2.2.1 Definition and Development of AIGC 62
• 2.2.2 Core Technology of AIGC 66
• 2.2.3 Application of AIGC in design education 69
• 2.3 Theoretical Foundations of Educational Model Innovation 73
• 2.3.1 Overview of the TPACK Model 74
• 2.3.2 Constructivism learning theory 81
• 2.3.3 Technology Acceptance Model (TAM) theory overview 84
• 2.3.4 Cognitive Load Theory (CLT) 91
• 2.3.5 ARCS Model of Motivation 93
• 2.4 Summary of this chapter 99
• Chapter 3. Empirical Analysis of AIGC Integration in Design Courses at Chinese Universities 101
• 3.1 Research Methodology 102
• 3.1.1 Overview of Research Methods 102
• 3.1.2. Course and Sample Description 105
• 3.1.3. Questionnaire Design and Implementation 106
• 3.1.4. Semi-Structured Interview Procedures 110
• 3.2. Data Analysis 113
• 3.2.1. Analysis of Course Content 113
• 3.3. Questionnaire Data Analysis 118
• 3.3.1. Student-Side Data Analysis 119
• 3.3.2. Lecturer-Side Data Analysis 121
• 3.4. Regression Analysis on the Lecturer Side 123
• 3.4.1. Model Construction and Regression Analysis 124
• 3.4.2. Analysis Results and Interpretation 125
• 3.5. Summary of Interview Results and Course Feedback Analysis 127
• 3.5.1. Lecturer Perspective: Experiences and Challenges in Integration Practice 127
• 3.5.2. Student Perspective: Acceptance and Perception of AIGC-Integrated Instruction 129
• 3.6. Research Discussion and Instructional Strategy Recommendations 131
• 3.6.1. Summary of Key Research Findings 131
• 3.6.2. Discussion of the Integration Mechanism Based on the TPACK Framework 133
• 3.6.3. Key Challenges and Adaptation Strategies in AIGC-Integrated Instruction 134
• 3.7 Summary of the Chapter 136
• Chapter 4. Construction of the AIGC–Design Thinking Integrated Teaching Model 139
• 4.1 Theoretical Basis for the Construction of the Teaching Model 139
• 4.1.1 Core Principles and Overall Logic of the AIGC-Integrated Teaching Model 140
• 4.1.2 The Role of the TPACK Model in Integrated Teaching 142
• 4.1.3 Alignment Between the Five Stages of Design Thinking and Course Implementation 145
• 4.1.4 Student Roles and Learning Objectives from a Constructivist Perspective 149
• 4.2 Teaching Process and Course Content Design 151
• 4.2.1 AIGC Teaching Process Design Based on the Five Stages of Design Thinking .. 151
• 4.2.2 Teaching Experiment Duration and Process 153
• 4.2.3 Integrated Six-Week Design Thinking–AIGC Teaching Framework 158
• 4.2.4 Measurement of Students’ AIGC Baseline Competence and Description of Tools Used 171
• 4.3 Teaching Resource Platform and Lecturer Support System 173
• 4.3.1 Configuration and Utilization of the Teaching Platform and AIGC Tool Resources 173
• 4.3.2 Lecturers’ TPACK Competency Requirements and Enhancement Pathways 175
• 4.3.3 Lecturer Training and Continuous Support Mechanism 176
• 4.4 Construction of the Teaching Evaluation System 178
• 4.4.1 Evaluation Design Combining Outcome and Process — Comparison Between the Experimental and Control Groups 178
• 4.4.2 Construction of a Multi-Dimensional Evaluation Index System — Combining Outcome and Process 180
• 4.4.3 Lecturer–Student Two-Way Feedback and Teaching Adjustment Mechanism 182
• 4.5 Summary of this chapter 184
• Chapter 5. Practical Application and Evaluation of the Integrated Teaching Model 186
• 5.1 Experimental Design and Participants 186
• 5.1.1 Objectives and Research Questions of the Teaching Experiment 187
• 5.1.2 Participants and Grouping Method (Experimental Group vs. Control Group) 188
• 5.1.3 Teaching Environment and Control Variables 191
• 5.2 Research Hypotheses and Model Construction 192
• 5.3 Teaching Implementation Process Record 196
• 5.3.1 Overview of the Phased Teaching Implementation 196
• 5.3.2 Actual Use of AIGC Tools 198
• 5.3.3 Key Milestone Records and Classroom Observations 199
• 5.3.4 Teaching Records and Implementation Deviations 203
• 5.4 Comparison of Students’ Works and Creative Processes 204
• 5.4.1 Group 1 Comparative Analysis 205
• 5.4.2 Group 2 Comparative Analysis 209
• 5.4.3 Group 3 Comparative Analysis 214
• 5.4.4 Summary of Case Comparison 218
• 5.5 Teaching Effectiveness Evaluation and Structural Model Analysis 220
• 5.5.1 Evaluation Framework and Dimension Description 221
• 5.5.2 Reliability and Validity Testing and Descriptive Statistical Analysis 227
• 5.5.3 Comparative Analysis Between the Experimental Group and the Control Group 232
• 5.5.4 Verification of Structural Equation Model (PLS-SEM) Path 238
• 5.5.5 Multi-group Analysis Results and Comparison 244
• 5.6 Summary of the Chapter 253
• Chapter 6. Research Conclusions and Prospects 256
• 6.1 Summary of Major Findings and Results 256
• 6.2 Theoretical Contributions and Innovations 258
• 6.2.1 Theoretical Integration and Innovation 259
• 6.2.2 Innovation in Model Construction and Validation 259
• 6.2.3 Innovation in Research Methods and Pathways 260
• 6.3 Practical Value and Optimization Suggestions 261
• 6.3.1 Analysis of the Advantages and Limitations of the Experimental Group 261
• 6.3.2 Curriculum Optimization Pathways and Teaching Strategy Adjustments 262
• 6.3.3 Expansion Potential and Application Scenarios of the Integrated Model 264
• 6.4 Research Limitations and Future Directions 265
• 6.4.1 Limitations of This Study 265
• 6.4.2 Future Research Directions 267
• 6.5 Summary of Chapter 269
• REFERENCES 271
• APPENDIX A 282
• APPENDIX B 283
• APPENDIX C 285
• 국문요지 287