Interaction between students and artificial intelligence in the context of creative potential development
Ming Xu
Abstract
This study examines the effects of the implementation of ChatGPT-4, an AI chatbot, into the learning program of students, who studied three different creative disciplines: fine arts, literary writing, and fashion design. Students in each direction were equally divided into intervention and control groups. Students in the intervention groups used ChatGPT as an assistant in generating new ideas regarding compositional solutions, choice of plots, optimal painting techniques, etc., depending on their major, while students in control groups continued their training according to the standard program without the use of ChatGPT. The instrument for creative thinking abilities assessment in this study was the Torrance Test of Creative Thinking-Figural (TTCT-F). One-way ANOVA was employed to identify the presence of statistically significant differences between groups in both pre-test and post-test results. A paired sample t-test was used to determine whether there were statistically significant changes in TTCT-F scores in each group after completing the training program. The results showed that integrating ChatGPT-4 into artistic learning activities promoted greater growth in creative potential. The results of the study confirm the positive effects of AI-assisted learning on the development of students’ creative skills.