Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

 
 
Session Overview
Session
4C: Product-service system design education in the AI era
Time:
Friday, 12/Sept/2025:
10:40am - 12:30pm

Session Chair: Philip Farrugia, University of Malta
Location: Hompesch (Room 103 - Level 1)


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Presentations
10:40am - 11:02am

TRANSLATING AUDITORY STIMULI INTO FORM: A METHODOLOGICAL APPROACH TO TEACHING FORM GENERATION

Purba Joshi, Avinash Shende, Mandar Rane

Indian Institute of Technology Bombay, India, India

How designers conceptualize and translate forms is deeply personal, often influenced by their creative abilities, educational training, and experiences. While companies expect designers to generate multiple form alternatives of comparable quality, teaching this skill presents unique challenges, especially in a design environment increasingly dominated by digital randomness.

When novice students are tasked with translating abstract concepts into tangible forms, their initial outputs often reflect a limited understanding of form articulation, relying heavily on conventional or literal interpretations. This assignment bridges that gap by introducing a structured methodology that uses music as a non-physical inspiration. By drawing from two contrasting music pieces (e.g., classical and rock, meditative and metallic etc.), students are encouraged to explore the emotive, rhythmic, and structural patterns of sound. They translate these auditory stimuli into visual compositions, progressing from two-dimensional sketches to three-dimensional volumetric forms.

This pedagogical approach emphasizes the importance of exploring expression and intangible inspirations to create forms that are exclusive and contextually rich. The step-by-step process trains students to articulate differences in forms inspired by distinct auditory experiences while simultaneously broadening their design perspectives. The result is an expanded repertoire of form alternatives, showcasing variations in style and identity. Through this exercise, students develop an understanding of how abstract influences can drive a unique form language, equipping them with critical tools for professional practice.



11:02am - 11:24am

INDUSTRY 4.0 CAPACITY BUILDING THROUGH DESIGN & ENGINEERING COMPETENCE. AN EXPLORATIVE STUDY ON AI INTEGRATION IN TUSCAN TEXTILE SMES

Gabriele Goretti1, Daniele Mazzei2, Caterina Dastoli1, Lorenzo Masini3

1DESTEC Department, University of Pisa, Italy; 2Computer Science Department, University of Pisa, Italy; 3Supermateria Srl

The integration of Artificial Intelligence in manufacturing is increasingly shaping digital production and consumption models, enabling companies to optimize strategies and operations across the production-consumption continuum. In the context of textile manufacturing in Italy, this study examines AI capacity building within advanced craft-based enterprises. Specifically, it explores how design and engineering academics can facilitate the adoption of AI in the production and consumption systems of Tuscan Small and Medium Enterprises.

This research focuses on a preliminary workshop organized by the University of Pisa in collaboration with selected Tuscan textile manufacturers. The workshop aimed to introduce companies to the potential of AI in production processes, offering creative methods and simulations applicable to their organizational contexts. A key focus was the simulation of AI integration throughout the textile supply chain. To enhance the development of insights, the authors provided participants with a structured instructional model. Drawing on the double diamond framework as a reference design approach, the model incorporated methods traditionally employed in design thinking. By examining this initiative, the paper highlights the role of academia in fostering AI-driven innovation within traditional manufacturing sectors, demonstrating how structured Design methodologies can support SMEs in navigating digital transformation.



11:24am - 11:46am

ENHANCING INDUSTRIAL DESIGN EDUCATION: THE IMPACT OF GENERATIVE AI TOOLS ON MASTERING CREATIVITY TECHNIQUES

Maria Isabel Rodriguez-Ferradas, Tatiane Ballerini-Fernandes, Paz Morer-Camo

TECNUN - Universidad de Navarra, Spain

This study explores the integration of Generative AI tools in design education, specifically focusing on their impact on mastering creativity techniques. Through a series of structured activities and practical sessions, students were introduced to various GenAI tools and their applications in creative processes. The research aimed to assess changes in students' perceptions, confidence, and willingness to incorporate these tools into their creative workflows. Data was collected through surveys, revealing a significant positive shift in students' attitudes towards GenAI. The findings indicate that the use of GenAI tools not only enhances creativity by providing new perspectives and ideas but also improves efficiency and accessibility in design tasks. The study concludes that a gradual and guided introduction of GenAI tools in the curriculum can effectively reduce resistance and increase students' confidence in their ability to leverage these technologies to their creative processes. This research contributes to the ongoing discourse on the role of AI in education and provides practical insights for educators seeking to integrate GenAI tools into their teaching methodologies.



11:46am - 12:08pm

From Fascinated to Scared: Affective Responses of Designers Using Generative AI in the Design Process

Fabio Antonio Figoli, Francesca Mattioli, Lucia Rampino

Department of Design, Politecnico di Milano, Italy

Generative Artificial Intelligence (genAI) is transforming professional design workflows, yet its affective impact on designers remains underexplored. This study investigates designers’ affective responses to genAI adoption in the design process, examining the associated underlying causes. Using a grounded theory approach, we conducted semi-structured interviews with fourteen designers who regularly engage with genAI. The collected data were qualitatively analysed through thematic coding, and the results were visualised to identify patterns between affective responses and their triggers. This process revealed genAI evoking affective responses in designers on two levels: on the emotional level, reactive and driven by immediate experiences during AI interaction, and the feeling level, reflective and primarily shaped by broader concerns about genAI’s long-term impact on professional identity and practice. The findings highlight a tension between genAI practical adoption and designers’ professional uncertainty, underscoring the need for design education to address affective awareness alongside technical proficiency. This approach not only equips designers for more resilient and informed engagement with AI-integrated practices but also enhances their ability to anticipate and design for end users’ affective responses to AI-infused systems.



12:08pm - 12:30pm

A comprehensive methodology to identify competence gaps in product and design engineering curricula

Georgi V. Georgiev1, Sohail Ahmed Soomro1, Emmanuel Balzan2, Maria Victoria Gauci2, Nathalie Buhagiar2, Pierre Vella2, Francesco Tamburrino3, Paolo Neri3, Beatrice Aruanno3, Andrew Wodehouse4, Ross Maclachlan4, Onisiforos Hadjionisiforou5, Heli Kuivila6, Noora Kitkala-Murto6, Kristina Mikkonen6, Philip Farrugia2

1Center for Ubiquitous Computing, University of Oulu, Finland; 2University of Malta, Malta; 3University of Pisa, Italy; 4University of Strathclyde, UK; 5Kinisiforos ltd.; 6Research Unit of Health Sciences and Technology, University of Oulu, Finland

The increasing demand for human-centred design in engineering and product development has highlighted the need for educational systems to adapt and equip students with the necessary skills to create inclusive and user-focused products. This is particularly relevant in the context of designing smart wearable rehabilitation devices, which require a deep understanding of both technological innovation and user-specific needs. The study aims to address the competence gaps in product and design engineering curricula by focusing on the development of smart wearable rehabilitation devices. These devices are designed to cater to the unique requirements of individuals, particularly those with disabilities or specific challenges who require rehabilitation. The ethos of bespoke design is central to this approach, emphasising the importance of tailoring products to meet diverse user needs and thereby enhancing overall performance and accessibility. To achieve this, the study proposes a comprehensive methodology that identifies gaps in current engineering education related to the development of wearable rehabilitation devices. This methodology employs qualitative research methods across three stages. Initially, focus groups involving educators from three European countries are conducted to gather insights into existing educational practices and identify potential areas for improvement. The findings from these discussions inform the subsequent stage, which involves group interviews with students from the same regions. This approach ensures a holistic understanding of the educational landscape from both teaching and learning perspectives. The data collected through these stages is meticulously analysed to pinpoint specific competence gaps within product and design engineering curricula.