Comparison of Learning Achievement between Traditional Learning and Active Learning in Using Generative AI for Design

Abstract

The objectives of this research were to: 1) investigate the problems and satisfaction regarding the application of Artificial Intelligence (AI) for design; 2) compare learning achievements between a Traditional Learning group and an Active Learning group; and 3) compare design project assessment scores between instructor assessment and student self-assessment. The sample group consisted of 20 undergraduate students from the Information Technology and Multimedia Technology and Animation programs at Bangkokthonburi University. Research instruments included instructional video clips, a satisfaction questionnaire, and a project assessment form. Data were analyzed using mean, standard deviation, Independent Sample t-test, and Wilcoxon Signed-Rank Test.

The research findings revealed that: 1) The most critical challenge in using AI for design was English language proficiency for writing prompts, followed by the complexity of AI functions. Learners reported a good level of satisfaction with AI usage, indicating that it reduced working time and simplified the design process. 2) ‍The learning achievement of the Active Learning group was significantly higher than that of the Traditional Learning group at the .05 level. 3) There was a statistically significant difference between instructor assessment scores and student self-assessment scores at the .05 level.