TY - JOUR T1 - Who Designs? Design Students' Experiences with AI-Augmented Form Development TT - Kim Tasarlıyor? Yapay Zeka Destekli Biçim Geliştirme Sürecinde Öğrenci Deneyimleri AU - Ates-Akdeniz, Aysun PY - 2026 DA - February Y2 - 2026 DO - 10.51664/artium.1883147 JF - Artium PB - Hasan Kalyoncu Üniversitesi WT - DergiPark SN - 2147-6683 SP - 20 EP - 31 VL - 13 IS - 1 LA - en AB - 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. KW - AI-augmented design KW - creative agency KW - design education KW - form development N2 - Üretken yapay zekanın tasarım pratiğine entegrasyonu, tasarım eğitiminde yaratıcı süreçler ve beceri geliştirme konusunda kritik soruları gündeme getirmektedir. Bu çalışma, endüstriyel tasarım öğrencilerinin yapay zeka destekli form geliştirme deneyimlerini, yaratıcı özerklik ve yazarlık kavramlarını nasıl yeniden ele aldıklarını ve yapay zeka entegrasyonunda ortaya çıkan pedagojik hususları araştırmaktadır. Bir tasarım projesi sırasında fikir üretimi için Midjourney çıktılarını ve form iyileştirme için Viscom çıktılarını kullanan 14 endüstriyel tasarım öğrencisiyle nitel bir fenomenolojik çalışma yürütülmüştür. Veriler yarı yapılandırılmış görüşmeler ve yansıtıcı yazılar yoluyla toplanmış, tematik analiz kullanılarak analiz edilmiştir. Bulgular, öğrencilerin yaratıcı keşifsel süreçleri için yapay zekanın dışsal bakış açısını değerli bulduklarını ve gelişmiş düşünme yeteneğinin yanı sıra verimlilik kazanımları yaşadıklarını ortaya koymaktadır. Ancak, yapay zeka tasarım hedeflerindeki bağlamsal anlamı yorumlayamadığında zorluklarla karşılaşmışlardır. En önemlisi, öğrenciler yapay zekayı özerk bir tasarımcıdan ziyade insan gözetimi gerektiren bir araç olarak değerlendirmeye başlamışlardır. Bu bulgulara dayanarak, yapay zekanın üretken yeteneklerini temel beceri geliştirme ve insan yargısının korunmasıyla dengeleyen bir pedagojik çerçeve önerilmiştir. Bu çerçeve öğrencilerin yaratıcı gelişimini ve beceri kazanımını destekleyerek yapay zekanın tasarım eğitimine entegrasyonunda yol gösterici olmayı amaçlamaktadır. CR - Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa CR - Ciaramitaro, M., and Costa, P. 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