| Abstract |
| This study investigated how students’ use of generative AI differs by design thinking literacy in digital experience planning education. Design thinking literacy is understood not as a level of performance but as an orientation through which learners’ value and connect problem definition with solution development. A self-diagnostic survey was administered to 36 undergraduate students, and principal component analysis and k-means clustering identified two major learner types, user-situation-oriented and visual-narrative-oriented. Students then completed a 5-week digital experience planning project using generative AI, after which their practice diaries and reflections were examined thematically. Both types employed AI to structure problems and develop solutions but they approached AI differently. User-situation-oriented students used AI to deepen users’ understanding and refine solutions from the user’s perspective, whereas visual-narrative-oriented students used AI to verify analysis and implement expressive intentions. In conclusion, generative AI education should address learners’ design thinking orientations and AI role-setting. |
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| Key Words |
| Generative AI, Design Thinking Literacy, Digital Experience Planning, Design Education, Digital Content Design, 생성형 AI, 디자인씽킹 리터러시, 디지털 경험 기획, 디자인 교육, 디지털 콘텐츠 디자인 |
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