My presentation at IVSA 2025, Seoul, South-Korea
This presentation explores the challenges and complexities of integrating visual
AI tools into an “Introduction to Visual Communication” course for
undergraduate students in Hungary. The course caters to a diverse
student body, including part-time students from vocational backgrounds
with limited prior art education. The study investigates how the
introduction of AI image generators (user-friendly ones such as Bing or
Freepik), impacted student learning. I used surveys, student work analysis,
and observation. The findings reveal significant challenges, including:
Limited digital literacy: Students struggled to distinguish between AI
generators, stock photo libraries, and collage makers, highlighting a lack
of understanding of digital image creation processes. Difficulties with AI
interaction: Students lacked the technical skills and conceptual understanding to effectively use AI tools, relying heavily on instructor-provided prompts. Reinforcement of visual clichés: Despite encouragement for originality, AI-generated images often adhered to predictable and culturally ingrained visual tropes, suggesting limited creative exploration. Uncritical acceptance of AI outputs: Students frequently accepted AI-generated images with inherent errors, such as anatomical inaccuracies, indicating a lack of critical evaluation. I conclude that AI can not help with the lack of visual literacy and creativity, yet it is able to draw attention to their lack. Improving visual literacy, critical thinking skills, and creativity remains a critical aspect of education, even in the era of advanced AI technologies. The findings emphasize the
importance of carefully considering the pedagogical implications of AI
integration and the need for educators to critically examine their own
assumptions about the potential benefits of these technologies.
Key words: visual generative AI, visual communication education, visual
literacy
