At skabe, når alt er færdigt
En undersøgelse af dialogiske rum, når studerende arbejder med AI-billedgenerering i designprocesser
DOI:
https://doi.org/10.7146/lom.v17i31.149005Keywords:
Generative AI, Midjourney, Design Thinking, Dialogue, Higher educationAbstract
Generative AI (GenAI) is gaining traction in educational contexts to support text production and image generation. However, there is limited empirical research on the use of AI image generators in higher education. This article examines how university students use Midjourney in a facilitated design process. The empirical foundation is based on an exploratory study where international students in the master’s program in Information Studies at Aalborg University were tasked with designing a playful approach to university teaching, incorporating Midjourney into the design process. Based on dialogical theory, the article analyzes how Midjourney affects the dialogical space between students and technology. The article demonstrates the necessity of 1) creating spaces for experimentation, reflection, and discussion on the use of GenAI, and 2) nuanced understandings of how technologies like Midjourney can act as dialogue partners in group processes. The results show that it is important to balance the use of analog and digital materials in design processes, where both students' critical considerations and the selection and deselection of various materials are legitimized and recognized by the teachers.
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Copyright (c) 2025 Heidi Hautopp, Sara Paasch Knudsen, Erik Ottar Jensen, Jane Højgaard Retz Jespersen, Birgitte Henningsen
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