Year: 2025
Type: article
Abstract: This paper addresses the under representation of tacit intuitive knowledge, experience-based insight—in graphic design tools and education. Despite the rise of intelligent systems and digital plat- forms, current environments often overlook the non-verbal reason- ing that distinguishes expert designers, such as aesthetic judgment and user empathy. Synthesizing findings from twenty contemporary research articles, this study identifies key gaps in existing systems, including limited support for intuitive reasoning, lack of adapta- tion to personal styles, and inadequate mechanisms for conveying expert decision-making. In response, we propose a three-stage framework—Capture, Analyze, and Teach—that records designer behavior and rationale through integrated logging and annotations, categorizes these through AI-assisted analysis, and embeds the re- sulting insights into adaptive tutorials and visual overlays. This approach fosters experiential, feedback-rich learning and positions AI as a reflective partner rather than a creative substitute. Our framework supports the preservation and transfer of expert-level design knowledge, offering a human-centric strategy for developing intelligent, inclusive, and educational design tools.
DOI: 10.71146/kjmr461
Authors: Muhammad Ahmad Khan, Israr Hussain, Muhammad Shakeeb Ul Hassan, Shagufta Abbas, Abdul Razzaq, Ramsha Ahmad
Institution: Muhammad Nawaz Shareef University of Agriculture
Language: English
Subfield: Mechanical Engineering
Field: Engineering
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4411343277