Embracing artificial intelligence in the arts classroom: understanding student perceptions and emotional reactions to AI tools

Abstract

This study investigates the integration of Artificial Intelligence (AI) tools within the School of Arts at a private university in Latin America, focusing on student perceptions and emotional reactions. The research addresses two primary questions: how students perceive the integration of AI tools in their educational experience, and how AI-enhanced classes affect students’ emotional reactions compared to traditional lecture-based classes. To explore the first question, we constructed the Synthetic Index of Use of Artificial Intelligence Tools (SIUAIT) to measure the perceived effects of AI usage across five dimensions: effectiveness of AI tools, implementation of ChatGPT, student proficiency, instructor proficiency, and advanced student skills. Confirmatory Factor Analysis (CFA) validated the SIUAIT, revealing an increase from 58.84 in the first semester to 60.60 in the second semester of 2023, indicating growing acceptance and perceived utility of AI tools in arts education. To address the second question, we employed advanced neuromarketing technologies, including eye tracking and facial expression analysis, to assess emotional reactions in AI-enhanced versus traditional lecture-based classes. The findings showed that AI-enhanced classes elicited more positive emotions, such as joy and surprise, compared to traditional methods. Statistical analyses, including Pearson correlation, Student’s t-test, and Kruskal-Wallis test, confirmed the significance of these differences. This comprehensive approach provides valuable insights into the benefits and challenges of integrating AI in arts education. The study highlights AI's potential to enhance educational experiences and emotional engagement while emphasizing the need for ongoing training and addressing ethical concerns to ensure the effective and equitable use of AI tools.

Keywords

• Artificial intelligence
• AI tools
• arts education
• student perceptions
• emotional reactions
• Stephen Darwin, Universidad Alberto Hurtado, Chile