Integrating AI-Driven Adaptive Learning: Promoting Equity, Mental Health, and Innovation in Design Thinking
Disciplines
Architectural Technology | Urban, Community and Regional Planning
Abstract (300 words maximum)
In the past decade, the use of artificial intelligence (AI) in college classrooms has increased as the technology has become more accessible to the public. Professionals in design fields like architecture and urban design have turned to AI to perform data analysis, but these practices have not reached the classroom, less so outside of the studio curriculum. On top of that, many students have trouble managing the workload associated with majoring in design or are afflicted with a disability that hinders their workflow significantly. Ideally, an inclusive classroom environment would provide individualized support to all students so that each student is able to be successful regardless of their mental health. This research explores the possibility of using AI adaptive learning programs in design classes to provide students equal opportunities for success. This study uses comparative analysis of current American ethical guidelines surrounding AI, current equity initiatives in American college settings, and current uses of AI in the architecture and urban design classrooms via literature review. This study will further explore ways that AI adaptive learning programs can be utilized in collegiate design programs by helping students with disabilities or mental health issues learn at their own pace. I hypothesize that this research will show how AI adaptive learning programs can improve a student’s learning, innovation, and mental health while in a design program, hopefully leading to an increase in class retention rates. I hope that these findings will eventually inspire colleges to implement more equity-focused education in their design program classrooms, as well as develop equitable classroom environments that center a student’s development of their design thinking. This will therefore contribute to the development of equitable design in the architecture and urban design fields as a whole.
Academic department under which the project should be listed
CACM - Architecture
Primary Investigator (PI) Name
Pegah Zamani
Integrating AI-Driven Adaptive Learning: Promoting Equity, Mental Health, and Innovation in Design Thinking
In the past decade, the use of artificial intelligence (AI) in college classrooms has increased as the technology has become more accessible to the public. Professionals in design fields like architecture and urban design have turned to AI to perform data analysis, but these practices have not reached the classroom, less so outside of the studio curriculum. On top of that, many students have trouble managing the workload associated with majoring in design or are afflicted with a disability that hinders their workflow significantly. Ideally, an inclusive classroom environment would provide individualized support to all students so that each student is able to be successful regardless of their mental health. This research explores the possibility of using AI adaptive learning programs in design classes to provide students equal opportunities for success. This study uses comparative analysis of current American ethical guidelines surrounding AI, current equity initiatives in American college settings, and current uses of AI in the architecture and urban design classrooms via literature review. This study will further explore ways that AI adaptive learning programs can be utilized in collegiate design programs by helping students with disabilities or mental health issues learn at their own pace. I hypothesize that this research will show how AI adaptive learning programs can improve a student’s learning, innovation, and mental health while in a design program, hopefully leading to an increase in class retention rates. I hope that these findings will eventually inspire colleges to implement more equity-focused education in their design program classrooms, as well as develop equitable classroom environments that center a student’s development of their design thinking. This will therefore contribute to the development of equitable design in the architecture and urban design fields as a whole.