Abstract:
The integration of artificial intelligence (AI) in art education has the potential to transform creative pedagogy, yet the impact of AI-driven creativity on the artistic process remains underexplored. This project proposes an interdisciplinary theoretical framework synthesizing insights from educational psychology, philosophy of art, and AI ethics to elucidate the paradox of AI-driven creativity in art education.
The research questions are: (1) How does AI-driven creativity influence the artistic process in art education? (2) To what extent can AI foster or hinder creativity in art students? (3) How can art educators navigate the ethical implications of AI-driven creativity?
An in-depth interview with art educators, students, and professionals, focus groups with students, participant observation of teaching, document analysis of lesson plans and curricula, visual analysis of AI-generated artworks, and a quasi-experimental design will be used in drawing and painting classes.
A quasi-experimental study will investigate students’ creative outcomes and self-efficacy in art-making after AI-driven creativity tools into undergraduate art education. Students will be divided into two groups during a semester-long course: an experimental group, which will use AI-driven creativity tools like DALL-E, Stable Diffusion, or Midjourney, and a control group, which will use traditional methods. A self-efficacy questionnaire will be administered pre- and post-intervention to assess changes in students’ self-efficacy.
To accurately assess the impact of AI-driven creativity tools on students’ creative outcomes and self-efficacy. Pre-test measurements, matching participants, monitoring progress, and standardized assessment tools (rubrics, questionnaires, etc.) will ensure this.
Code:
T0280
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
01 Nov 2023
End Date:
28 Feb 2025
Status:
Completed
Result:
Expected Results:
It is hypothesized that the experimental group, which uses AI-driven creativity tools, will show greater improvement in self-efficacy scores and higher creative outcomes compared to the control group.
This study will contribute to the understanding of how technology can be harnessed to foster creativity and self-efficacy in art students and offers insights for educators and researchers in the field of art education.
The project’s findings will reveal the complex interplay of AI-driven creativity in art education and offerr novel insights for a balanced integration of technology in creative pedagogy.
Keywords: artificial intelligence, creativity tools, art education, creative outcomes, self-efficacy
Impact:
The project has the potential to make a significant impact on pedagogical change in the field of art education by integrating AI-driven creativity tools into the curriculum and teaching practices. By implementing this project and integrating AI-driven creativity tools into art education, pedagogical practices can evolve to better accommodate emerging technologies, enhance student learning experiences, and better prepare students for the future of art and creativity in a rapidly changing world.
By introducing AI-driven creativity tools, educators can shift from traditional art-making techniques to more innovative, technology-driven approaches. This transition encourages a more collaborative learning environment where students and AI can work together to create art, fostering creativity and critical thinking. Furthermore, the use of AI-driven creativity tools exposes students to novel styles, techniques, and perspectives, pushing them to explore new and unconventional ways of art-making. This exposure helps students develop creative problem-solving skills and adaptability, essential attributes in an ever-changing, technology-driven world. Likewise, the integration of AI-driven creativity tools in art education can bridge the gap between art, science, and technology, promoting interdisciplinary learning. Students learn to approach art-making from multiple perspectives, incorporating elements of computer science, data analysis, and AI ethics into their creative process, fostering well-rounded and versatile artists.
Financial Year:
2023-24
Type:
TDG