AI in Beginning Design Pedagogy
Disciplines
Architectural Technology | Other Architecture
Abstract (300 words maximum)
This research investigates how Midjourney AI can be incorporated into the introductory pedagogy of first-year architecture students, a traditionally hands-on, analog phase of architectural education. The central research question asks: How can AI, particularly Midjourney, be used to support or enhance the design process for beginning architecture students without replacing foundational craft and design thinking skills? The purpose of this research is to assess both the opportunities and limitations of using AI in the earliest stages of architectural education, with a focus on ideation, visual exploration, and creative complexity.
As AI tools rapidly evolve and become increasingly embedded in professional architectural practice, understanding how students can engage with them early in their education is essential. This project aims to explore whether introducing AI at the foundational level can help students better understand contemporary design workflows, accelerate concept generation, and enhance their visual literacy—while avoiding overdependence on technology or loss of traditional design skills.
The methodology involved translating existing first-year architecture assignments into AI prompts, using ChatGPT to refine those prompts, and then generating imagery with Midjourney. Additionally, student work was incorporated as visual reference inputs to evaluate how AI could remix or expand upon physical models and drawings. Preliminary findings indicate that while Midjourney struggles to accurately follow assignment sheets or reproduce specific craft-based outputs, it excels at generating unexpected visual complexity and assisting with ideation. AI proved particularly effective when prompts were fed incrementally and combined with student work. Importantly, the AI’s inability to replicate polished student work alleviates concerns around academic integrity. This research highlights AI’s potential as a creative partner in the design studio and anticipates further development of structured prompt strategies to better align AI capabilities with architectural pedagogy.
Academic department under which the project should be listed
CACM - Architecture
Primary Investigator (PI) Name
Trace Gainey
AI in Beginning Design Pedagogy
This research investigates how Midjourney AI can be incorporated into the introductory pedagogy of first-year architecture students, a traditionally hands-on, analog phase of architectural education. The central research question asks: How can AI, particularly Midjourney, be used to support or enhance the design process for beginning architecture students without replacing foundational craft and design thinking skills? The purpose of this research is to assess both the opportunities and limitations of using AI in the earliest stages of architectural education, with a focus on ideation, visual exploration, and creative complexity.
As AI tools rapidly evolve and become increasingly embedded in professional architectural practice, understanding how students can engage with them early in their education is essential. This project aims to explore whether introducing AI at the foundational level can help students better understand contemporary design workflows, accelerate concept generation, and enhance their visual literacy—while avoiding overdependence on technology or loss of traditional design skills.
The methodology involved translating existing first-year architecture assignments into AI prompts, using ChatGPT to refine those prompts, and then generating imagery with Midjourney. Additionally, student work was incorporated as visual reference inputs to evaluate how AI could remix or expand upon physical models and drawings. Preliminary findings indicate that while Midjourney struggles to accurately follow assignment sheets or reproduce specific craft-based outputs, it excels at generating unexpected visual complexity and assisting with ideation. AI proved particularly effective when prompts were fed incrementally and combined with student work. Importantly, the AI’s inability to replicate polished student work alleviates concerns around academic integrity. This research highlights AI’s potential as a creative partner in the design studio and anticipates further development of structured prompt strategies to better align AI capabilities with architectural pedagogy.