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<p>Generative AI imaging tools have transformed creative industries, altering the workflows of designers and artists, who now face the threat of job displacement by AI. While some view AI as an opportunity for co-creation, others feel that it infringes on their work, leading to anxiety and reluctance to engage with the technology. Enhancing AI literacy among artists and designers through education is essential for both adapting to technological advances and engaging with AI responsibly. Gamification offers a promising approach to easing learning anxiety, but it requires context-specific strategies to be truly effective. We conducted two studies with design and art students at an art school to explore their technology acceptance, AI anxiety, and feedback. Our findings show that students who participated in the gamified course reported higher Perceived Usefulness, Intention to Use, and Actual Use of AI tools than those who explored the tools independently. After the course, their Job Replacement Anxiety decreases. We further analyze their concerns about AI and discuss strategies to address these issues through gamification and education.</p>

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Addressing AI anxiety, acceptance, and concerns in art and design education through a gamified course

  • 期刊论文

  • 发表日期：

    2026年4月22日

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  • Tengjia Zuo,
  • Qianhui Wei

摘要

Generative AI imaging tools have transformed creative industries, altering the workflows of designers and artists, who now face the threat of job displacement by AI. While some view AI as an opportunity for co-creation, others feel that it infringes on their work, leading to anxiety and reluctance to engage with the technology. Enhancing AI literacy among artists and designers through education is essential for both adapting to technological advances and engaging with AI responsibly. Gamification offers a promising approach to easing learning anxiety, but it requires context-specific strategies to be truly effective. We conducted two studies with design and art students at an art school to explore their technology acceptance, AI anxiety, and feedback. Our findings show that students who participated in the gamified course reported higher Perceived Usefulness, Intention to Use, and Actual Use of AI tools than those who explored the tools independently. After the course, their Job Replacement Anxiety decreases. We further analyze their concerns about AI and discuss strategies to address these issues through gamification and education.