Integrating art and AI: Evaluating the educational impact of AI tools in digital art history learning

James Hutson

James Hutson Department Head of Art History and Visual Culture, College of Arts and Humanities, Lindenwood University

Article ID: 393

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Keywords: digital art history, formal analysis, close looking, AI art, generative AI

Abstract

This study delves into the burgeoning intersection of Artificial Intelligence (AI) and art history education, an area that has been relatively unexplored. The research focuses on how AI art generators impact learning outcomes in art history for both undergraduate and graduate students enrolled in Ancient Art courses, covering eras from ancient Mesopotamia to the fall of Rome. Utilizing a mixed-methods approach, the study analyzes AI-generated artworks, reflective essays, and survey responses to assess how these generative tools influence students’ comprehension, engagement, and creative interpretation of historical artworks. The study reveals that the use of AI tools in art history not only enhances students’ understanding of artistic concepts but also fosters a deeper, more nuanced appreciation of art from the periods studied. The findings indicate that engaging with AI tools promotes critical thinking and creativity, which are crucial competencies in the study of art history. Survey data further suggest that the integration of AI in art history positively influences students’ perceptions of the discipline, aligning well with contemporary digital trends. One of the significant outcomes of the study is the varied experiences of students with AI tools. While some faced challenges with the technology, particularly in accurately capturing complex artwork details and crafting effective prompts, others found success in using AI to generate detailed and creative interpretations of historical pieces. These experiences underscore the potential of AI as a valuable pedagogical tool in art history and humanities education, offering novel insights into teaching methodologies.

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