Co-Designing Interdisciplinary Design Projects with AI
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arXiv
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| Format: | Preprint |
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2025
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| _version_ | 1866911218292228096 |
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| author | Liow, Wei Ting Khan, Sumbul Ang, Lay Kee |
| author_facet | Liow, Wei Ting Khan, Sumbul Ang, Lay Kee |
| contents | Creating interdisciplinary design projects is time-consuming and cognitively demanding for teachers, requiring curriculum alignment, cross-subject integration, and careful sequencing. International research reports increasing teacher use of AI alongside persistent workload pressures, underscoring the need for planning support. This paper presents the Interdisciplinary Design Project Planner (IDPplanner), a GPT-based planning assistant grounded in Design Innovation principles, alignment with Singapore secondary school syllabuses, and 21st-century competencies. In a within-subject, counterbalanced workshop with 33 in-service teachers, participants produced two versions of the same project: manual and AI-assisted, followed by self- and peer-evaluations using a six-dimensional rubric. The AI-assisted version received higher scores for Curriculum Alignment, Design Thinking Application, and Coherence and Flow, with a marginal advantage for Assessment Strategies. Teacher reflections indicated that AI-assisted planning improved structure, sequencing, and idea generation, while contextualization to local syllabuses, class profiles, and student needs remained teacher-led. Contributions include a purpose-built planning tool that organizes ideas into a ten-component flow with ready-to-adapt prompts, templates, and assessment suggestions; an empirical, rubric-based comparison of planning quality; and evidence that AI can function as a pedagogical planning partner. Recommendations emphasize hybrid teacher-AI workflows to enhance curriculum alignment and reduce planning complexity, and design suggestions for developers to strengthen contextual customization, iterative design support, and localized rubrics. Although instantiated with a Singapore-based curriculum, the planning flow and rubric are framework-agnostic and can be parameterized for other systems. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2510_16068 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Co-Designing Interdisciplinary Design Projects with AI Liow, Wei Ting Khan, Sumbul Ang, Lay Kee Computers and Society Artificial Intelligence Creating interdisciplinary design projects is time-consuming and cognitively demanding for teachers, requiring curriculum alignment, cross-subject integration, and careful sequencing. International research reports increasing teacher use of AI alongside persistent workload pressures, underscoring the need for planning support. This paper presents the Interdisciplinary Design Project Planner (IDPplanner), a GPT-based planning assistant grounded in Design Innovation principles, alignment with Singapore secondary school syllabuses, and 21st-century competencies. In a within-subject, counterbalanced workshop with 33 in-service teachers, participants produced two versions of the same project: manual and AI-assisted, followed by self- and peer-evaluations using a six-dimensional rubric. The AI-assisted version received higher scores for Curriculum Alignment, Design Thinking Application, and Coherence and Flow, with a marginal advantage for Assessment Strategies. Teacher reflections indicated that AI-assisted planning improved structure, sequencing, and idea generation, while contextualization to local syllabuses, class profiles, and student needs remained teacher-led. Contributions include a purpose-built planning tool that organizes ideas into a ten-component flow with ready-to-adapt prompts, templates, and assessment suggestions; an empirical, rubric-based comparison of planning quality; and evidence that AI can function as a pedagogical planning partner. Recommendations emphasize hybrid teacher-AI workflows to enhance curriculum alignment and reduce planning complexity, and design suggestions for developers to strengthen contextual customization, iterative design support, and localized rubrics. Although instantiated with a Singapore-based curriculum, the planning flow and rubric are framework-agnostic and can be parameterized for other systems. |
| title | Co-Designing Interdisciplinary Design Projects with AI |
| topic | Computers and Society Artificial Intelligence |
| url | https://arxiv.org/abs/2510.16068 |