Boosting Artistic Creativity in Chinese Primary School Children via AI Technology

Abstract

Existing research has not sufficiently discussed the difficulties faced by Chinese elementary school students in fostering artistic creativity, and there is no clear consensus on the role of artificial intelligence (AI) in fostering artistic creativity among Chinese elementary school students. To address these issues, this study used a scoping review approach to summarize answers from the existing literature. Barriers to creativity development in this educational context and the impact of digital technology were explored. Specifically through a combination of systematic review and inductive analysis of the literature, the study identifies the specific roles and challenges of AI in the educational context of this research, summarizes the theories that can be referenced, and explores emerging trends. Through a review of 16 relevant academic studies, the results suggest that AI facilitates children's creativity in three ways: as a tool for generating ideas, as a mentor for providing pedagogical support, and as a platform for enhancing interactive and collaborative learning, as well as the cognitive load and copyright issues that may arise. The study emphasizes the ability of AI to stimulate interest and enhance artistic creativity, while also reminding educators to focus on the cognitive load of students and legal issues related to intellectual property in that educational process. The study concludes that although AI and digital tools have great potential to enrich art education, their use must be based on sound teaching practices and ethical considerations. Further research is encouraged to explore effective models for integrating AI into creative learning environments.