Artificial intelligence in story-based learning: effects on students perceived creativity and idea satisfaction in secondary education

Abstract

This study aims to explore secondary school students’ perceptions of the implementation of an active methodology -Story-Based Learning (SBL)- and the role of technology and artificial intelligence as mediators in fostering its creative phase. The methodology employed follows a descriptive approach, using a survey design and an analysis of the relationships between the observed variables through Pearson's correlation coefficient (r). An experimental situation was designed with a sample of 164 students, of whom 110 took part in a technology-mediated didactic experience applying the method. This group was asked to complete a creative activity to complement the lesson they had received, under the condition that artificial intelligence should not be used in the process. The experimental group, consisting of 54 students, carried out the same activity with the condition of incorporating artificial intelligence into their creative process. The results indicate that the applied methodology is perceived as more engaging and more capable of sparking interest and fostering creativity than traditional methodologies. Regarding the use of Artificial Intelligence, those who abstained from using it felt more creative, both individually and collectively, and more connected to their peers than those who did. However, those who utilized AI perceived a slight improvement in the quality of their final output. These findings suggest that AI should be integrated as an additional voice to stimulate brainstorming and creative debate, rather than as a replacement for them. It is perhaps best suited to the final stages of the process to refine, polish, and enhance the final product.