Abstract
As artificial intelligence (AI) becomes increasingly ingrained in creative industries, its role in education presents challenges and opportunities. While AI is often framed as a threat to originality and academic integrity, it also holds the potential to be a powerful tool for creative collaboration. This paper examines how AI can serve as an active participant in the creative process through a case study in a non-graphic design classroom. By integrating AI-assisted design into an academic project, this study explores how students interact with generative AI tools, navigate ethical concerns, and critically engage with emerging technologies. Beyond the technical exploration, the project became a platform for broader discussions about authorship, intellectual property, and the ethical implications of using AI-generated content. Key questions emerged, such as whether selecting and modifying AI-generated images constitutes original work or whether presenting AI-generated outputs without attribution is a form of plagiarism. These discussions highlighted the necessity of developing AI literacy in educational settings, ensuring students understand both the creative potential and ethical responsibilities of AI-assisted work. This case study highlights the importance of actively engaging with emerging technologies rather than shying away from them. Rather than positioning AI as a disruptive force that diminishes creativity, this approach reimagines AI as a collaborative partner—one that, when used thoughtfully, enhances creative expression and expands the boundaries of academic and creative exploration.
Presenters
Shalom YabilsuAssistant Professor, Visual and Media Art, Grand Valley State University, Michigan, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
ARTIFICIAL INTELLIGENCE, CREATIVITY, DESIGN, COLLABORATION, EDUCATION
