Authors:

Virginia Lucille Hawkins

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About Paper:

Given the nascent stage of AI in P-12 STEM education and the open access to these resources, it is critical to study the implications of AI in idea generation and cognitive engagement in students. This project seeks to evaluate the impact of utilizing generative AI during the ideation stage of the Engineering Design Process on projects produced by participants in the Purdue-Ivy Tech Chips (PITCH) summer program. After introducing the final design project to students, audio samples were collected of three teams' ideation phases. Based on the quality and completeness of other observed conversations, five additional teams were selected for interviews regarding their ideation process. At the end of the planning session, all participants were asked to voluntarily fill out a form with questions pertaining to their ideation stage. This qualitative data will be coded to recognize the cognitive phases students went through, comparing the results of those who used generative AI in the process to those who did not. Additionally, students' final designs were visually captured through photos and videos. These artifacts will be evaluated according to a standardized rubric to determine if AI use in early design phases significantly impacted a group's output. Conclusions from this research aim to better understand when and how AI tools can be integrated to best supplement ideation for high school students. Consequently, this lends itself to a recommendation suggesting intentionally integrating AI into various aspects of engineering curricula to fully tap the benefits of the Engineering Design Process. Keywords: Ideation; Artificial Intelligence; Engineering Design Process; Integration

Source:

Purdue University / 2025

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Co-authors:

Virginia Lucille Hawkins