Abstract
In the contemporary society where the rapid development of generative AI (GenAI) infiltrate daily life, it is imperative for schools to keep up with the development. Future generations are expected to have GenAI skills and knowledge in the same way that traditional literacy is a recruitment condition today. School curricula need to integrate this new technology to support students' learning and development. Research on artificial in education (AIED) has reported on the challenges with the involvement of GenAI in teaching and learning, but also on GenAi as a study support. To not fall behind many schools have started out with AIED initiatives which creates a need for studying how GenAI could be applied in a useful way in teaching and learning activities. The research question that guided this study was: In what ways could the use of GAI in visual form support students' learning process and motivation in upper secondary school settings? The overall research strategy was a qualitative case study approach with investigator triangulation. Data were collected in a combination of observations at workshop sessions and semi-structured interviews. with teachers as well as students. In a six-step inductive thematic analysis data excerpts were coded, aggregated to categories, and presented. Findings indicate that GenAI tools for image generation, can have a positive effect on learning. At the same time that memorisation of information is supported, there were also a positive impact on motivation and student satisfaction. The involvement of image generation tools not a substitute, but rather a complement to traditional teaching and learning activities. The conclusion is that the use of AI in education can offer new learning opportunities, and with the increased use of GenAI, it is crucial for both students and teachers to keep pace. However, this would require that more time and resources for teacher professional development on AIED.
Published Version
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