An Examination of the Use of Artificial Intelligence and Creativity Among Fine Arts Faculty Students

Abstract

This study examines the relationship between artificial intelligence (AI) usage and creativity levels among students studying in faculties of fine arts. With the rapid development of generative AI technologies, artistic production processes and educational practices in art and design disciplines have been significantly transformed. In this context, understanding how students use AI tools and how these tools relate to their creativity has become an important research topic in art education. The research was designed using a relational survey model within the general survey framework. The study group consisted of 201 undergraduate students studying in faculties of fine arts at universities in Türkiye. Data were collected using the Artificial Intelligence Usage Scale and the Kaufman Domains of Creativity Scale (K-DOCS). Descriptive statistics, independent samples t-test, one-way ANOVA, and regression analysis were used to analyze the data. The findings indicated that students’ AI usage levels were above the moderate level (M = 3.80). Students reported the highest creativity levels in the domains of artistic performance and artistic creativity, while academic and scientific/mechanical creativity were found at moderate levels. Gender comparisons revealed significant differences in academic creativity, scientific/mechanical creativity, and AI usage in favor of male students. Regarding class level, significant differences were found in academic and scientific/mechanical creativity, with upper-level students reporting higher levels of creativity. However, AI usage did not differ significantly across class levels. Regression analysis showed a positive and significant relationship between creativity and AI usage, with creativity explaining 10.2% of the variance in AI usage. Among the creativity domains, only academic creativity and scientific/mechanical creativity significantly predicted AI usage. Overall, the findings suggest that creativity in fine arts students is domain-specific and that different creativity domains relate to AI usage in distinct ways. While academic and scientific creativity appear to encourage the use of AI tools, artistic creativity does not significantly predict AI usage. These results highlight the importance of integrating AI literacy and ethical AI use into art education curricula to support students’ creative development in the digital age.