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From "Manual Experience" to "Design Thinking": A Practical Study on AI-Assisted Intangible Cultural Heritage Creative Projects in Vocational Aesthetic and Labor Education

Author(s)

Jie Yang*

Affiliation(s)

Guangzhou Urban Construction Vocational School, Guangzhou, Guangdong, China *Corresponding Author

Abstract

Vocational aesthetic and labor education courses tend to be lower order “manual experience”, and students do not develop higher order “design thinking”. In this paper, we explored how generative AI assisted technologies can propel project-based teaching of intangible cultural heritage (ICH) creative products from mechanical manual operations to creative design thinking. Based on perceptual assessment and data mining techniques from art heritage conservation, we used mixed methods design to conduct a mixed-methods study on 125 vocational students engaged in project-based learning. We collected students emotional perception data via semantic differential scales and used co-occurrence network analysis to extract core themes from their design reflection logs. We show that AI assistance helped to lower technical barriers, allowing students to focus on creative ideation and cultural expression. Students' perceptions of "thinking shift" (M=3.51), "cultural identity" (M=3.91) and "labor value" (M=3.74) were above the median. Text mining revealed core clustering themes of "human-machine collaboration", "design thinking" and "cultural reconstruction" In this paper, we construct a new model of vocational aesthetic and labor education based on "AI empowerment and design thinking orientation" supporting the creative transformation of ICH and digital transformation of vocational education.

Keywords

Design Thinking; AI-Assisted Design; Vocational Education; Aesthetic and Labor Education Courses; Intangible Cultural Heritage Creative Products; Perceptual Assessment; Text Mining

References

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