形隨提示──人工智慧生成內容在建築與室內設計教育的應用與挑戰

Form Follows Prompts

The emergence of AI-Generated Content (AIGC) tools—including text-to-image diffusion models such as Stable Diffusion, Midjourney, and DALL-E, alongside large language models—is fundamentally reshaping design workflows in architecture and interior design. This paper examines this transformation through the lens of a provocation: where Louis Sullivan once declared that ''form ever follows function,'' the current moment suggests an equally consequential proposition—that form now follows prompts. Written from the perspective of a design educator and researcher, the paper argues that this shift carries direct pedagogical consequences that the discipline cannot afford to ignore.

Drawing on the author's own research—centered on an AI-Parametric Bidirectional Workflow linking semantic-driven panorama generation, panoramic back-projection, and object-level 3D reconstruction—the paper demonstrates how AIGC can be repositioned from a terminal visualization output into a reusable geometric resource within a rigorous, iterative design process. Developed and tested across a series of peer-reviewed publications including work presented at CAADRIA 2026 and in Computer-Aided Design and Applications, the workflow leverages low-LOD parametric models enriched with ADE20K semantic labels, ensuring that AI-generated imagery remains anchored to spatial logic and design intent rather than serving merely as a visual shortcut.

The paper maps four critical tensions that resist easy resolution: the inherent geometric imprecision of current generative models; the unresolved copyright and academic integrity questions surrounding AI-generated imagery; the risk of de-skilling as high-fidelity outputs shortcut the iterative reasoning central to design learning; and the Eurocentric cultural bias embedded in mainstream training datasets, which poses particular risks for the integrity of Taiwan's architectural and spatial identity. These challenges are discussed in direct relation to findings from Taiwan's interior design education research, where students already prioritize visual communication over construction documentation—a tendency AIGC is poised to intensify.

The paper concludes by arguing that prompt engineering, while constituting a genuine new design literacy, also marks the boundary at which deeper spatial intelligence must take over. AIGC does not replace design judgment; it clarifies the question of what that judgment is for—and in doing so, poses an urgent challenge to design educators to re-examine what the curriculum must protect.