Artificial Intelligence (AI) has gained a great deal of popularity with the creation and wide accessibility of Large Language Models of AI. This has enabled their current uses such as "read, write, code, draw, and create in a credible fashion and augment human creativity and improve productivity across industries" (NVIDIA, 2024). In short, an AI is something that can produce things in a manner similar to a human. This can be text, from AIs such as ChatGPT, or images, such as from DALL-E.
Creativity, in a pedagogical sense, can be defined in a number of ways. Most commonly it is referred to as ‘Creative Skills’ which include the ability to “generate and apply new ideas in specific contexts, seeing existing situations in a new way, identifying alternative explanations, and seeing or making new links that generate a positive outcome.” (Australian Curriculum, Assessment and Reporting Authority, 2024). Alternatively, it can be viewed as a part of a child’s psychology and supporting and providing opportunities to develop that capacity in children (Lin, 2011).
Critical and Creative Thinking Diagram (Australian Curriculum, Assessment and Reporting Authority, 2024)
Lin's 3 Elements of Creative Pedagogy, (Lin, 2011).
Through this lens, we can make a case for AI being a useful tool to assist student creativity. Two possible options are using the software to generate prompts for writing and using it as a research aid to overcome small hurdles in the creative process.
For example, if a student was unsure of how to write a segment it could use the AI to get an answer quickly as seen on the right. Similar things are likely possible in more technical subjects.
Priten Shah in the book AI and the future of Education discusses a number of possible uses, most pertinently the ability for AI to provide feedback for students (Shah, 2023). An example is provided on the right. Also noteworthy is its ability to translate languages into one the student speaks.
Also worth noting, though somewhat outside of the scope of the classroom, is that when designing something, AI can streamline the process (Figoli, Mattioli, & Rampino, 2022)
Almost every teacher has dealt with a student submitting work created by an A. This is obviously a problem on several levels, but it is especially poisonous to creativity to have the creative task simply generated by AI. Using the AI in the classroom could easily lead to this situation even with the best intentions if a student gets confused.
Further, the AI can stifle creativity even when used appropriately. In the experiment using AI, it was found that the end results when using AI as an assistant were often very similar to each other (Figoli, Mattioli, & Rampino, 2022).
Translation is also a bit spotty, as can be seen below.
"I'm sorry my Spanish is very bad. I don't understand you" is what was said by the user. The actual translation (according to google translate) of what the AI said was "Don't worry, is there something specific you need help with? I'm here to help you in any way I can"
AI may very well be a powerful tool to aid student creativity. However, it must be applied with care.
Australian Curriculum, Assessment and Reporting Authority. (2024). Critical and Creative Thinking (Version 8.4) . Retrieved from The Australian Curriculum Website: https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/
Figoli, F. A., Mattioli, F., & Rampino, L. (2022). Artificial intelligence in the design process. Milan: FrancoAngeli.
Lin, Y.-S. (2011). Fostering Creativity through Education – A Conceptual Framework of Creative Pedagogy . Creative Education Vol. 2 No. 3, 149-155.
NVIDIA. (2024). Large Language Models Explained . Retrieved from NVDIA: https://www.nvidia.com/en-us/glossary/large-language-models/
Shah, P. (2023). AI and the Future of Education. New Jersey: John Wiley & Sons.
ChatGPT was exclusively used to create the examples presented in this post, and was in no way used to generate its contents.