Integrating Mobile AI in Art Education: A Study on Children’s Engagement and Self-Efficacy

Abstract

Existing literature has extensively explored the application of artificial intelligence (AI) in core subjects such as mathematics and language, but its use in children’s painting education remains limited. Addressing this gap is crucial, particularly in examining how AI can enhance children’s self-efficacy, motivation, and engagement in art. This study developed a scaffolded teaching method using a mobile AI synchronous generation drawings (MAI-SGD) tool and evaluated its effectiveness in primary school art education. A quasi-experimental design was adopted, involving 60 third-grade students divided into an experimental group (using MAI-SGD) and a control group (using traditional paper painting). Data were collected through motivation, self-efficacy, and art engagement scales. Results indicated that students using MAI-SGD demonstrated higher artistic engagement (p < 0.05) and significantly outper-formed the control group in drawing motivation and creative self-efficacy. These findings suggest that MAI-SGD enhances creative interest and benefits technology-sensitive learners. The study offers empirical support for AI in children’s art education and provides insights for its reform, emphasizing individualized teaching. Future research should explore MAI-SGD’s applicability across cultural contexts and educational stages to advance its theoretical and practical contributions to art education.