디자인 전공 수업에서 GenAI 디자인 도구 활용에 대한 학습자 인식과 평가 -혁신기술수용모델 관점-

This study aimed to examine learners’ acceptance and perceptions regarding the continuous use of AI Design Tools (GenAI DT) in design-major courses, and to explore strategies for their educational implementation. Over the course of one semester, students learned to use various GenAI DT and applied them to a practical project. Subsequently, an interview survey was conducted to analyze changes in their responses based on usage experience. Seven evaluation items were derived from the components of the Technology Acceptance Model 2 (TAM2) and redefined accordingly. The analysis revealed three key findings. First, perceived necessity and intention to continue use were consistently high regardless of the degree of usage experience. However, those harboring negative views remained reluctant about continued use even after gaining experience. Second, while satisfaction with aesthetics and expressive fluency was initially low, it improved significantly alongside work efficiency as learners became more accustomed to the tools, yet these two items still lagged behind others in terms of satisfaction. The interviews indicated that difficulties in verbalizing form-based expressions, lack of control, and insufficient individuality were identified as factors that reduced satisfaction. Third, although learning effectiveness remained at a moderate level from the beginning and showed little change even as learners became more proficient, work efficiency increased markedly with accumulated experience. These findings suggest that while GenAI DT can enhance efficiency, they may also reduce emotional engagement and the sense of creative involvement among design-major students, especially in educational contexts that emphasize hands-on, formative design processes. Consequently, there is a need to reconsider strategies for integrating GenAI DT into design education and to develop educational models and content that maintain creative autonomy while maximizing efficiency.