Document Type

Article

Publication Title

Metaverse

Abstract

The rapid development and adoption of generative artificial intelligence (AI) tools in the art and design education landscape have introduced both opportunities and challenges. This timely study addresses the need to effectively integrate these tools into the classroom while considering ethical implications and the importance of prompt engineering. By examining the iterative process of refining original ideas through multiple iterations, verbal expansion, and the use of OpenAI’s DALL E2 for generating diverse visual outcomes, researchers gain insights into the potential benefits and pitfalls of these tools in an educational context. Students in the digital at case study were taught prompt engineering techniques and were tasked with crafting multiple prompts, focusing on refining their ideas over time. Participants demonstrated an increased understanding of the potential and limitations of generative AI tools and how to manipulate subject matter for more effective results. The iterative process encouraged students to explore and experiment with their creative ideas, leading to a deeper understanding of the possibilities offered by AI tools. Despite acknowledging the ethical concerns regarding copyright and the potential replacement of artists, students appreciated the value of generative AI tools for enhancing their sketchbooks and ideation process. Through prompt engineering and iterative processes, students developed a more detail oriented approach to their work. The challenge of using AI generated images as final products was conceptually intriguing, requiring further investigation and consideration of the prompts. This study high-lights the potential benefits and challenges of integrating generative AI tools into art and design classrooms, emphasizing the importance of prompt engineering, iterative processes, and ethical considerations as these technologies continue to evolve.

DOI

doi: 10.54517/m.v4i1.2164

Publication Date

6-2023

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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