Generative AI in Project-Based 3D Modeling: Effects on Creativity, Critical Thinking, and Workflow

Abstract

Generative Artificial Intelligence (Gen-AI) has sparked significant debate within creative industries and educational settings. This study examined the effect of integrating Gen-AI tools into project-based 3D Modeling on students’ creativity, critical thinking, processes, and workflows. A mixed-method research design with a sequential explanatory approach was employed, involving 19 students from a Malaysian creative arts institution specializing in 3D design, selected through convenience sampling. Quantitative data were gathered from students’ creative scores based on Amabile’s Componential Model for Creativity and timeline worksheets documenting the time spent on artwork creation. Qualitative data were collected through interviews to assess critical thinking, and through self-reflection forms to evaluate processes and workflows. Insights were also gained from two industry experts regarding their use of Gen-AI tools. Findings indicated that Gen-AI tools enhanced creativity and accelerated the creative process, thereby improving workflow efficiency. However, mixed reactions were observed regarding the implementation of Gen-AI tools in education, highlighting concerns about academic integrity and ethical considerations. This study provides valuable insights into the opportunities and challenges associated with the use of Gen-AI tools in educational contexts.