Feedback from the Experience of Incorporating ChatGPT into Student Design Thinking Activities

Abstract

Design thinking is a human-centered, creative approach to solving complex problems, making it an important method across various fields. In design education, it is an indispensable part of the curriculum. However, the outcomes produced by design thinking activities currently practiced in classrooms are not ideal, and ChatGPT is regarded as an important tool to address this dilemma. Therefore, this study will introduce ChatGPT into students' design thinking activities, inviting five graduate students from the industrial design program to participate. Subsequently, the study will use the System Usability Scale (SUS) questionnaire and interviews to understand the participants' experiences. The final usability score of ChatGPT applied to design thinking activities is 63, falling between the ‘OK’ and ‘Good’ ratings. The opportunities for students to use it are in the areas of ‘Idea Generation’ and ‘Data Exploration.’ However, the pain points during the usage process include issues like ‘Repeated Answers,’ ‘Vague Answers,’ ‘Inability to Advance,’ ‘Doubts About Answers,’ and ‘Difficulty in Digitizing Data.’ It is suggested to provide ‘Prompt Reference’ and ‘Introduction of Digital Tools’ for better usage. It is hoped that the above results can provide relevant personnel with reference data, aiming to enhance the functionality of ChatGPT and offer strong support for innovative design thinking activities.

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