Students’ Experiences and Perceptions of Using AIGC (AI-Generated Content) Tools to Support Creative Problem-Solving (Poster 10)

• In Event: AERA Poster Session Wednesday 4:20 p.m.
  In Poster Session: Technology, Instruction, Cognition, and Learning (TICL) Poster Session

Abstract

This study investigates students' use and perception of AI-generated content (AIGC) within the Creative Problem-Solving (CPS) framework. A multiple case study method and thematic analysis were used to analyze the log and interview data obtained from a creative camp hosted in April 2024. Findings indicate that AIGC tools are utilized throughout all stages of the CPS process, from clarification to implementation, and are perceived to increase efficiency, foster creativity, and support collaborative efforts. Despite these benefits, students also express concerns regarding the accuracy, coherence, and specificity of AIGC outputs and the learning curve associated with using these advanced tools. The research highlights the need for educators to guide AIGC integration to optimize its benefits in the CPS process.

Authors

• Huanhuan Wang, Beijing Normal University

• Ahmed Tlili, Beijing Normal University

• Xiaorui Ye, Beijing Normal University

• Jiaxin Xu, Beijing Normal University

• Xixian Zhu, The Hong Kong Polytechnic University

• Yarong Wang, Beijing Normal University

• Ting Da, Beijing Normal University

• Jinbao Zhang, Beijing Normal University

• Michael Agyemang Adarkwah, Friedrich-Schiller-Universität Jena

• Ronghuai Huang, Beijing Normal University