Introduction
It is no secret that AI is becoming a part of our lifestyle and everyday workforce. Most certainly AI is impacting our educational structures. Artificial Intelligence is affecting the way we think, process, create, communicate, and learn. Education is at the center of this shift with the emergence of trending bots making Generative AI more readily available to students. Generative AI is a class of artificial intelligence techniques that involve generating new content, such as images, text, audio, or even videos, that is original and not directly copied from existing data (OpenAI, 2024). AI enables students to access machine-generated images, text, responses, and content in an instance through various platforms. As a result of this trend, students are turning to these generative platforms to complete their work instead of practicing introspection. Tasks like art-making, writing, and presentation creation, are derived from generative applications rather than being used as a critical thinking opportunity for the student.
"Artificial intelligence is that activity devoted to making machines intelligent, and intelligence is that quality that enables an entity to function appropriately and with foresight in its environment (Bai, 2024)."
Challenging Curiosity in Art
Art educators increasingly have to distinguish between student-created artifacts and machine-generated art. Ultimately, it is the educator's autonomy to decide on its classroom usage. Some notable AI art generators are DALL-E, Deep Dream, and Art Breeder, which the list of platforms changes and improves daily. Even while supporting AI and its involvement in education, it is important to note the potential loss of curiosity and imagination in students. Questions arise like whether or not students should be allowed to use AI to generate drawing or painting references. The development of ideas through imagination is a part of the artistic process. On the other hand, understanding and appreciating the fact that the student is at least trying to complete the assignment to the best of their ability is crucial. Encouraging students to use AI as a tool to aid them in their exploration of creativity rather than replacing their work altogether is the next step in education. The Usability of Images Generated by Artificial Intelligence in Education is an article that expresses one of the positive outcomes of AI eliminating the problem of insufficient content (Sayim, 2022). Sometimes, the image that is searched for with the keyword or text on the internet may not be available (Sayim, 2022). Therefore, using AI to eliminate the ceiling of limitation for the student allows for their curiosity to grow and develop.
Constructive Feedback vs Generated Responses
The ability to input an excerpt into an AI generator along with a questionnaire and then receive completely personalized results could promote an issue of stagnation in students. There must be a line of morality or integrity between the usage of applications like Grammarly, which aids and provides constructive feedback on user-generated works, and the polar opposite end of the AI Generator spectrum. These would be websites like Chat GPT which can emulate human-like responses communicating tone and personal experiences while evoking emotional responses. At the same token, Chat GBT provides users with a choice of how much AI influence they are willing to have which depends on what the user communicates in the prompt. AI can provide timely individualized constructive feedback, address any misunderstandings in real time, and reinforce professional writing concepts. According to the research results published in the International Journal of Technology in Education, increased motivation to learn and language skill development are advantages for students, while cost-effectiveness and reduced workload are advantages for educators (Gokcearslan, Tosun, & Erdemir, 2024).
Meaningful and Relevant Content
The goals of educators and students are aligned. The majority of teachers aim to provide students with the tools necessary to be successful in real-world situations through the implementation of meaningful and relevant content. The capability of AI-generated content through artificial intelligence poses the question of what will be relevant to the students when they enter the workforce. What skills will they need to be equipped with to be successful at their jobs? This eludes to the task that teachers may need to teach students how to use and navigate AI generators. The restructuring of education has arrived. Reflecting on how we arrived at his point, "an example of the possibly most sophisticated AI-assisted technology that has been repurposed for education is the suite of collaborative tools that includes Google Docs and Google Sheets (Google, 2022), alongside similar offerings from organizations such as Tencent (Tencent, 2022). In addition, there are social networking platforms such as WhatsApp (WhatsApp, 2022) and WeChat (WeChat, 2022), and content-sharing platforms such as YouTube (YouTube, 2022) and TikTok (TikTok, 2022), all of which in different ways are increasingly being used to support student learning (Holmes & Tuomi, 2022)." The evolution was centered around making tasks easier to save students time and increase the engagement of students with the content.
Conclusion
We have reached a point where Generative AI and education can never be separated. We must learn how to effectively navigate the learning environment by using it as a tool and not as a competition. Students must know and learn the importance of developing critical thinking skills to make art, write text, and create content. So that they may become a functioning member of society and contribute to their community. Utilizing applications can create a meaningful experience for the student, give them individualized constructive feedback, or spark their curiosity. Students mustn't rely on Generative AI to do their thinking for them.
References
AI-Campus. [KI-Campus]. (2023, September 25). Generative AI: Explained in 2 minutes. [Video]. YouTube. https://www.youtube.com/watch?v=rwF-X5STYks
Bai, J. Y. H., Zawacki-Richter, O., & Muskens, W. (2024). Re-examining the future prospects of artificial intelligence in education in light of the GDPR and ChatGPT. Turkish Online Journal of Distance Education-TOJDE, 25(1), 2. https://tojde.anadolu.edu.tr/26.1.2024.2
Gokcearslan, S., Tosun, C., & Erdemir, Z.G. (2024). Benefits, challenges, and methods of
Artificial Intelligence (AI) chatbots in education: A systematic literature review.
International Journal of Technology in Education (IJTE), 7(1), 19-39.
Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European Journal of Education, 57, 542–570. https://doi.org/10.1111/ejed.12533
OpenAI. (2024). ChatGPT (GPT-3.5 architecture) [Large language model]. Retrieved from https://chat.openai.com/chat
Sayim, A. (2022). The Usability of Images Generated by Artificial Intelligence in Education. International Technology and Education Journal, 6(2), 51-62. Retrieved from https://files.eric.ed.gov/fulltext/EJ1372162.pdf
TEDtalks. (2019, May 3). Can AI Make Better Decisions Than Humans? [Video]. YouTube. https://www.youtube.com/watch?v=kpjqxalCKdg
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Case Study: Generative AI in Education: Images, Content, & Text
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1. Curiosity and Exploration
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Application in Case Study: The case study suggests that while AI tools, such as DALL-E and ChatGPT, can offer a wealth of resources for students to explore, there is…
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