@article{article_1883147, title={Who Designs? Design Students’ Experiences with AI-Augmented Form Development}, journal={Artium}, volume={13}, pages={20–31}, year={2026}, DOI={10.51664/artium.1883147}, url={https://izlik.org/JA36CC97YN}, author={Ates-Akdeniz, Aysun}, keywords={Yapay zeka destekli tasarım, tasarım eğitimi, form geliştirme, yaratıcı özerklik}, abstract={Who designs when AI-augmented sketching generates form alternatives? The integration of generative AI into design practice raises critical questions about creative processes and skill development in design education. This study investigates how industrial design students experience AI-augmented sketching and form development, how they reconceptualize creative agency and authorship, and what pedagogical considerations emerge from AI integration. A qualitative phenomenological study was conducted with fourteen industrial design students who used outputs of Midjourney for ideation and Viscom for form refinement during a design project. Data were collected through semi-structured interviews and reflective writings, then analyzed using thematic analysis. Six interconnected themes emerged from the analysis. Findings reveal that students valued AI’s external perspective for creative exploration and experienced efficiency gains alongside enhanced reflection. However, they encountered challenges when AI failed to interpret contextual meaning in their design intentions. Most significantly, students came to understand AI as a tool requiring human oversight rather than an autonomous designer. Based on these findings, a pedagogical framework is proposed that balances AI’s generative capabilities with the preservation of foundational skill development and human judgment. This framework provides guidance for design educators navigating AI integration while supporting students’ creative development and skill acquisition.}, number={1}