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<p>This study investigated university students’ experiences and perceptions of collaborating with generative AI for digital content creation. Participants engaged in a digital contest addressing sociocultural issues, using generative AI while emphasizing the modification and refinement of AI outputs, rather than direct submission from AI-generated content. To provide more scientific results, this study included two groups: an experimental group using generative AI (Prompt Literacy; PL) and a comparative group relying solely on conventional digital tools (Digital Literacy; DL). This study compared the groups in terms of their creative problem-solving abilities and curiosity. The findings indicated that the PL group showed significantly enhanced creative problem-solving skills compared to the DL group. Students in the PL group perceived generative AI as a valuable partner that helped in idea creation, increased efficiency, and more dynamic creative exploration, although some expressed concerns about its limitations and ethical issues. The results suggest that prompt literacy plays a critical role in understanding new human-AI interaction and collaboration, which highlights the importance of human agency facilitated by technological support. Based on these findings, this study suggests some pedagogical implications of integrating generative AI into educational tasks and highlights the potential of AI to foster emergent creativity.</p>

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Exploring students’ experiences and perceptions of human-AI collaboration in digital content making

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月1日

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  • Yohan Hwang,
  • Jang Ho Lee

摘要

This study investigated university students’ experiences and perceptions of collaborating with generative AI for digital content creation. Participants engaged in a digital contest addressing sociocultural issues, using generative AI while emphasizing the modification and refinement of AI outputs, rather than direct submission from AI-generated content. To provide more scientific results, this study included two groups: an experimental group using generative AI (Prompt Literacy; PL) and a comparative group relying solely on conventional digital tools (Digital Literacy; DL). This study compared the groups in terms of their creative problem-solving abilities and curiosity. The findings indicated that the PL group showed significantly enhanced creative problem-solving skills compared to the DL group. Students in the PL group perceived generative AI as a valuable partner that helped in idea creation, increased efficiency, and more dynamic creative exploration, although some expressed concerns about its limitations and ethical issues. The results suggest that prompt literacy plays a critical role in understanding new human-AI interaction and collaboration, which highlights the importance of human agency facilitated by technological support. Based on these findings, this study suggests some pedagogical implications of integrating generative AI into educational tasks and highlights the potential of AI to foster emergent creativity.