Chinese High School Teachers’ Perceptions and Recommendations of Using AI-Assisted Visual Text Multimodal in Art Classes

Abstract

The surge of artificial intelligence has led to plentiful opportunities to reform education in new ways which might not have happened in the past. Multimodal instructions become available through the generation of visual images and animations that can be best accompanied with instructional delivery and feedback, especially in arts classes where visuals are frequently emphasized. However, despite the effectiveness, understanding the art teachers’ experiences of implementing these tools remain under-researched. A qualitative exploratory research design is utilized, specifically through a set of interview questions designed for a group of high school teachers in a selected educational institution in Zhejiang, China. Thematic analysis is used to present the findings, informing the perceptions and experiences of using AI, the challenges of using the tool, and the subsequent recommendations shared by these teachers. In terms of the significance of the study, it contributes to informing the state of artificial intelligence in high school art education contexts and highlighting how support can be given as a form of mediator to boost teachers’ professionalism in teaching.