迈向可持续美育：探索生成式人工智能协作对学生批判性思维倾向的影响
Toward sustainable aesthetic education: exploring the impact of GenAl collaboration on students' critical thinking disposition.
摘要(中文译文)
人工智能（AI）赋能工具日益影响美育中的艺术创作过程。然而，关于其对大学生批判性思维倾向影响的实证证据仍然有限。本研究考察了将生成式人工智能（GenAI）工具整合到审美学习工作坊中能否提升本科生的批判性思维倾向，并探讨其内在机制。研究采用混合方法设计。63名艺术与设计专业本科生被随机分配到实验组（）或对照组（）。两组均参加为期两周的结构化风景写生工作坊，但仅实验组被允许使用GenAI工具（包括图像生成模型和大型语言模型）来支持构思生成、视觉实验和迭代优化。干预前后采用标准化量表测量批判性思维倾向。定量分析包括独立样本检验和协方差分析（ANCOVA），同时对定性数据进行分析以识别与GenAI使用相关的学习机制。实验组在批判性思维倾向上的提升显著大于对照组（< 0.01，Cohen's = 0.70）。维度层面分析和ANCOVA进一步证实，在控制基线差异后，这些增益在批判性思维的多个维度上仍然显著。定性研究结果揭示了促成这些改善的三个相互关联机制：知觉—概念对齐、迭代式视觉实验和AI中介的反思性结构化。研究结果表明，GenAI工具可以通过促进更具分析性、迭代性和反思性的创作实践，在审美学习中发挥认知放大器的作用。本研究为AI工具在设计教育中的整合提供了实证支持，并为在工作坊式学习环境中培养高阶思维能力提供了实践启示。
Abstract
Artificial intelligence (AI)-enabled tools have increasingly influenced artistic creation processes in aesthetic education. However, empirical evidence regarding their impact on students' critical thinking disposition remains limited. This study examined whether integrating Generative Artificial Intelligence (GenAI) tools into an aesthetic learning workshop could enhance undergraduate students' critical thinking disposition and explored the underlying mechanisms. A mixed-methods design was employed. Sixty-three undergraduate arts and design students were randomly assigned to an experimental group () or a control group (). Both groups participated in a two-week structured landscape sketching workshop, while only the experimental group was permitted to use GenAI tools, including image generation models and large language models, to support idea generation, visual experimentation, and iterative refinement. Critical thinking disposition was measured before and after the intervention using a standardized scale. Quantitative analyses included independent-samples tests and ANCOVA, while qualitative data were analyzed to identify learning mechanisms associated with GenAI use. The experimental group demonstrated significantly greater improvement in critical thinking disposition than the control group ( < 0.01, Cohen's = 0.70). Dimension-level analyses and ANCOVA further confirmed that these gains remained significant across multiple dimensions of critical thinking after controlling for baseline differences. Qualitative findings revealed three interrelated mechanisms contributing to these improvements: perceptual-conceptual alignment, iterative visual experimentation, and AI-mediated reflective structuring. The findings suggest that GenAI tools can function as cognitive amplifiers in aesthetic learning by promoting more analytical, iterative, and reflective creative practices. This study provides empirical support for the integration of AI tools in design education and offers practical implications for fostering higher-order thinking skills in workshop-based learning environments.
如何引用
AMA
Huiying Liu, Tianyue Niu, Chen Shengyan, Patrick Pang, Ting Liu, Yiming Taclis Luo. Toward sustainable aesthetic education: exploring the impact of GenAl collaboration on students' critical thinking disposition.. Frontiers in psychology. 2026; doi:10.3389/fpsyg.2026.1852109.
APA
Huiying Liu, Tianyue Niu, Chen Shengyan, Patrick Pang, Ting Liu, Yiming Taclis Luo (2026). Toward sustainable aesthetic education: exploring the impact of GenAl collaboration on students' critical thinking disposition.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2026.1852109
GB/T 7714
Huiying Liu, Tianyue Niu, Chen Shengyan, Patrick Pang, Ting Liu, Yiming Taclis Luo. Toward sustainable aesthetic education: exploring the impact of GenAl collaboration on students' critical thinking disposition.[J]. Frontiers in psychology, 2026 doi:10.3389/fpsyg.2026.1852109.
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