Li He, Liang Sun, S. B. Kim
Generative Artificial Intelligence (GAI) is advancing rapidly and is increasingly integrated into visual communication design education. How to effectively and sustainably leverage GAI to support visual communication design teaching has thus become a critical issue faced by educators. While prior studies have focused on GAI’s impact on student learning outcomes and creativity, limited research has explored its effects on emotions and student engagement. This study aims to investigate the impact of customized GAI integration on visual communication design students’ learning engagement and to qualitatively explore the emotions that occur throughout the learning process. Using a quasi-experimental design, 96 students were randomly assigned to either a control group using traditional instruction or an experimental group using a customized GAI. Student engagement was measured using pre- and post-assessment scales, and semi-structured interviews were conducted to analyze students’ emotional changes. The results show that customized GAI integration effectively enhanced students’ cognitive, emotional, and behavioral engagement. Moreover, students experienced diverse and dynamic emotions during the learning process, which influenced their engagement. This study provides empirical support for the application of GAI in visual communication design education, highlighting the importance of balancing technology integration with emotional regulation, thereby informing the responsible and sustainable integration of GAI in design education.