This paper explores the use of text-to-image tools in the context of an introductory digital design course for undergraduate students in Industrial, Interior, and Apparel Design. The study aims to investigate the potential of artificial intelligence (AI) in enhancing the ideation phase of the design process for students. Data were collected from 100 undergraduate students who participated in a digital design course that introduced them to Adobe Photoshop, InDesign, and Illustrator. The study used a mixed-methods approach involving qualitative data collection methods and quantitative data analysis techniques to investigate text-to-image tools' impact on students' creativity and conceptualization.

The study's results indicate that text-to-image tools can be a valuable resource for design education, as they provide a way for students to generate and explore design ideas. Additionally, the paper highlights the potential of AI in the design field to support ideation and concept generation.

The study found that text-to-image tools can be particularly beneficial for students who have difficulty visualizing their ideas, providing them with a starting point for their designs. Furthermore, using text-to-image tools in the classroom can also help promote collaboration and communication among students, as they can share and discuss their prompts and designs with their classmates.

In conclusion, this study suggests that text-to-image tools can be a valuable resource for design education, especially in the ideation phase of the design process, as long as the students recognize these tools' possibilities, biases, and limitations.