This paper evaluates an adapted Double-Diamond learning framework designed to foster AI and XR literacy in higher-education design studios using an immersive metaverse environment. The five-week sequence com-bines analog sketching, prompt-based generative AI, and validation through extended realities, emphasizing human authorship, critical reflec-tion, and responsible creativity. A mixed-methods approach was em-ployed: quantitative measures included an adapted Motivated Strategies for Learning Questionnaire (MSLQ) and the Utrecht Work Engagement Scale—Student version (UWES-S9) administered pre- and post-intervention, while qualitative reflections supported interpretation of be-havioral and attitudinal changes. Results indicate consistent improve-ments in AI/XR-related motivational and learning strategies and in aca-demic engagement. On a 0–10 scale, MSLQ scores showed a substantial increase in self-reported strategic use of AI and XR tools, whereas UWES-S9 indicated stronger patterns of vigor, dedication, and absorp-tion. We discuss implications for evidence-based smart education and propose AI/XR-literacy-by-design as a replicable model for creative dis-ciplines.