L'intelligence artificielle générative dans l'enseignement du graphisme : Le point de vue d'un étudiant
DOI :
https://doi.org/10.21432/cjlt28618Mots-clés :
attitudes des étudiants, conception graphique, éducation en conception graphique, IA générative, intégration de l'IA, intelligence artificielle, programme de designRésumé
L'intelligence artificielle générative (GenAI) redéfinit la manière dont la conception de l'enseignement supérieur est enseignée et apprise. La croissance explosive de la GenAI dans la pratique de la conception graphique exige que les éducateurs s'assurent que les étudiants sont préparés à entrer dans la profession de concepteur graphique avec les connaissances et l'expérience de l'utilisation de la GenAI. Pour faciliter l'introduction de la GenAI dans un contexte de projet, il est suggéré que les éducateurs utilisent un engagement critique comme point de départ pour s'assurer que les étudiants comprennent les forces et les faiblesses de cette intelligence dans le processus créatif de conception. Il y a peu de directives sur la manière de l’'intégrer systématiquement dans la pratique du studio de conception tout en maintenant une perspective critique sur les questions éthiques qu'elle a engendrées. Cette recherche explore les attitudes des étudiants envers l’intelligence artificielle, la fréquence de son utilisation et la perception des étudiants de son impact sur leur future carrière de concepteur graphique. Une enquête auprès d'un groupe représentatif d'étudiants en conception graphique (n = 17) révèle une acceptation pragmatique du fait que la GenAI changera la manière dont la conception graphique est pratiquée et une volonté concomitante d'en apprendre davantage sur son utilisation efficace et éthique. L'enquête valide le besoin pour les éducateurs d'impliquer et de guider les étudiants de manière critique dans leur compréhension et utilisation de la GenAI au sein de la pratique en studio et en milieu professionnel.
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© Katja Fleischmann 2024
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