classroom engagement

AI-generated art examples were associated with greater engagement in a small primary-school painting study

Cunling Bian, Xiaofang Wang, Yingxue Huang, Shan Zhou, Weigang Lu

Humanities and Social Sciences Communications

A study of 78 fifth-grade pupils compared conventional art examples with teacher-curated images generated using Stable Diffusion. The AI-image group reported stronger engagement and self-efficacy, while cognitive load did not differ significantly. Blinded teachers also rated its paintings more favorably. These short classroom results concern instructional examples and pupils' own painting; they do not establish lasting creativity gains or support replacing children's artistic work with generated images.