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 quasi-experimental study will investigate the effects of integrating artificial intelligence (AI)-driven creativity tools into undergraduate art education on students' creative outcomes and self-efficacy in art-making.

The research questions include: (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?

This is an ongoing project, and the results are still being processed. 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.

The project’s findings will reveal the complex interplay of AI-augmented creativity in art education and offer novel insights for a balanced integration of technology in creative pedagogy.

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.

Authors:
Zoran Poposki, The Education University of Hong Kong, Hong Kong

About the Presenter(s)
Dr Zoran Poposki is a University Assistant Professor/Lecturer at The Education University of Hong Kong in Hong Kong

See this presentation on the full schedule – Monday Schedule

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