بررسی تأثیر استفاده از ابزارهای هوش مصنوعی مولد بر فرآیند ایده پردازی و خلاقیت دانش آموزان هنر
آرشیو
چکیده
ظهور هوش مصنوعی مولد، پارادایم های سنتی آموزش هنر را با چالش بنیادین مواجه کرده است. این ابزارها از یک سو فاصله میان «ایده» و «اجرا» را کاهش داده و دامنه تخیل هنرجویان را گسترش می دهند، اما از سوی دیگر، استفاده بدون راهبری از آن ها می تواند به الگوریتمی شدن ذهن هنرجویان منجر شود. استفاده راهبردی از هوش مصنوعی مولد مانند میدجرنی در فرآیند آموزش هنر، با تقویت مؤلفه های چهارگانه خلاقیت می تواند باعث جلوگیری از الگوریتمی شدن ذهن هنرجویان گردد. پژوهش حاضر باهدف بررسی نقش ابزارهایی مانند میدجرنی به عنوان هم تولیدکننده در فرآیند خلاقانه و تحلیل تأثیر آن بر مؤلفه های چهارگانه خلاقیت (سیالی، انعطاف پذیری، بسط و اصالت) انجام شده است. این مطالعه مروری نظام مند، با گردآوری و ترکیب یافته های پژوهش های تجربی از مقالات معتبر بین المللی و مجموعه مقالات کنفرانس های حوزه طراحی و آموزش هنر صورت گرفته است. دو پرسش اصلی پژوهش عبارت اند از: ۱. تعامل با میدجرنی چه تأثیری بر نمرات و انعطاف پذیری ذهنی دانش آموزان در مرحله ایده پردازی دارد؟ ۲. استفاده از هوش مصنوعی مولد چگونه مفهوم «عاملیت هنری» و «اصالت اثر» را در ادراک هنرجویان تغییر می دهد؟ نتایج نشان داد میدجرنی اگرچه فرآیند ایده پردازی را تسریع و تنوع بصری تولیدات را افزایش می دهد، اما تأثیر معناداری بر نمرات نهایی و نوآوری دانشجویان ندارد. عمیق ترین تأثیر این فناوری، تغییر درک دانشجویان از هویت هنری و اصالت آثار است؛ آن ها بیش از نگرانی از جایگزینی شغلی، به حریم خصوصی، مالکیت فکری و عاملیت خلاقانه خود اهمیت می دهند. همچنین نگرش اولیه دانشجویان نسبت به هوش مصنوعی، عامل تعیین کننده ای در اثربخشی این ابزارهاست.Investigating the impact of using generative artificial intelligence tools on the ideation and creativity process of art students
The emergence of generative AI has presented a fundamental challenge to traditional paradigms of art education. The present study aims to: The emergence of generative AI has presented a fundamental challenge to traditional paradigms of art education. The present study aims to investigate the role of tools such as Midjourney as a “co-creator” in the creative process and analyze its impact on the four components of creativity (fluidity, flexibility, extension, and originality) in art students. This study is a systematic review, conducted by collecting and synthesizing the findings of empirical research published between 2024 and 2026. The sources used include reputable international articles as well as proceedings from reputable conferences in the fields of design and art education. The criterion for selecting sources was their direct relevance to the application of generative artificial intelligence (particularly Midjourney) in art and design education, with a focus on students’ ideation processes and creativity. Research questions: 1. What is the effect of interacting with Midjourney on students’ fluency and mental flexibility scores in the ideation stage? 2. How does the use of generative AI change the concept of “artistic agency” and “originality of the work” in the students’ perception? Findings: The results showed that the use of AI significantly increased the fluidity and visual development in the initial designs (P < 0.05). However, in the “originality” component, the experimental group faced the challenge of “repetition of algorithmic patterns”. The findings emphasize that AI in the idea incubation stage leads to a reduction in fear of the blank canvas and an increase in boldness in experimentation, provided that the art teacher strengthens the role of “curator” and “critic” for the student. Throughout history, technology has always been a tool at the service of the artist; from the invention of the camera that freed painting from the constraints of representing reality, to the emergence of digital software. But generative AI is fundamentally different from previous tools. This technology is no longer a passive tool, but acts as a “co-producer” capable of providing new visual suggestions based on machine learning patterns (Anantrasirichai & Bull, 2022: 11-19). For art students who are in the process of forming a personal style and learning ideation skills, encountering tools like Midjourney or DALL-E can be both inspiring and paralyzing. The main question of this research is whether the introduction of AI into the art classroom broadens creative horizons or slows down the process of mental effort of the student by providing ready-made solutions? Also, what is the impact of using generative AI tools (Midjourney) on the components of fluidity, flexibility, and expansion in students’ creativity? How does interacting with AI as a “co-producer” change the traditional design process (sketching) among students, and does dependence on AI outputs lead to a decrease in intuitive understanding and visual problem-solving skills in students? The main objective of the research is to explore the impact of interacting with generative AI on the quality and speed of visual ideation in art students. Also, examining the difference between the originality of works produced with AI and traditional methods and analyzing changes in students’ creative self-confidence after using generative tools are other secondary objectives of this research. This research is of a mixed type: Quantitative part: Using a quasi-experimental design. 60 students are divided into two experimental and control groups. The experimental group uses Midjourney for idea generation to design a poster with a single topic, and the control group uses only traditional methods (brainstorming and hand sketching). Qualitative section: Content analysis of in-depth interviews with students and professors about the experience of “agency” while working with artificial intelligence. T
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