Co-author, Assistant, Muse, Tool: How Students, Teachers and Creative Workers See the Role of AI in Their Practices
DOI:
https://doi.org/10.14515/monitoring.2024.5.2604Keywords:
artificial intelligence, generative AI , educational environment, creative practices, creative classAbstract
Artificial intelligence (AI) has long been a part of our lives, however, mass access to ChatGPT and Midjourney in 2022 has taken the discussion about it to a new level. This article examines the perception of AI as a technology in general, as well as its possible roles and practices of use, by students, teachers, and professionals working in creative industries. Empirically, this study bases on the results of the research project “Space of Complicity 2023: On the Threshold of the Neural Network Revolution”, conducted by the HSE Center for Digital Cultures and Media Literacy. The main data collection method was an online survey of students, teachers, and creative workers in Moscow, Perm, Novosibirsk, Nizhny Novgorod, and St. Petersburg in 2023. In addition to statistical analysis of these data, the authors apply lemmatization and elements of the bottom-up strategy of narrative analysis.
The study shows that all respondents have their own vision of AI and personal experience of interacting with it. Based on the survey responses, the authors distinguish the macro- and micro-levels of AI perception, its meta physicality, instrumentality, imaginativeness and contextuality, and show that it is determined by the main field of its activity. Creative workers most often think about whether AI will become a full-fledged co-author or will remain just an assistant. A wide range of AI roles is acceptable for students; they are not afraid to try and apply new technologies in a broad variety of situations. Teachers are the most conservative and cautious both in their experiments with AI and in its assessments. The main word used in collocation with AI is “help”. The respondents mostly see the new technology as a helper that will outsource routine tasks and allow them to engage in more interesting things. At the same time, the quality and speed of AI actions cause respondents to feel anxious and eschatological thoughts about their own future.
References
Гершман М.А., Демьянова А.В., Полякова Е.Ю. Креативный класс России: портрет в цифрах. Научный дайджест. Спецвыпуск 2023. М.: НЦМУ ЦМИЧП, 2023. URL: https://www.hse.ru/mirror/pubs/share/807171541.pdf (дата обращения: 24.03.2024).
Gershman M.A., Demyanova A.V., Polyakova E.Yu. Russia’s Creative Class: A Portrait in Numbers. Scientific Digest. Special Issue 2023. M.: HCMRC, 2023. URL: https://www.hse.ru/mirror/pubs/share/807171541.pdf (дата обращения: 24.03.2024).
(In Russ.)
Дробышева Е.Э. Высшая школа и креативные индустрии: возможности взаимодействия // Вестник Московского государственного лингвистического университета. Гуманитарные науки. 2018. № 14. С. 356–368. URL: https://www.elibrary.ru/download/elibrary_37197582_86641671.pdf (дата обращения: 24.03.2024).
Drobysheva E. Higher Education Institutions and Creative Industries: Opportunities of Intercommunication. Vestnik of Moscow State Linguistic University. Humanities. No. 14. P. 356–368. URL: https://www.elibrary.ru/download/elibrary_37197582_86641671.pdf (дата обращения: 24.03.2024). (In Russ.)
Клоудова Й. Влияние развития креативной экономики на экономически отсталые регионы // Журнал Новой экономической ассоциации. 2010. № 5. С. 110–125. URL: https://www.econorus.org/repec/journl/2010-5-110-125r.pdf (дата обращения: 24.03.2024).
Kloudova J. (2010) Expanse Creative Economy and Its Impact on the Less Developed Regions. The Journal of the New Economic Association. No. 5. P. 110–125. URL: https://www.econorus.org/repec/journl/2010-5-110-125r.pdf (дата обращения: 24.03.2024). (In Russ.)
Константинова Л.В., Ворожихин В.В., Петров А.М., Титова Е.С., Штыхно Д.А. Генеративный искусственный интеллект в образовании: дискуссии и прогнозы // Открытое образование. 2023. Т. 27. № 2. С. 36–48. https://doi.org/10.21686/1818-4243-2023-2-36-48.
Konstantinova L.V., Vorozhikhin V.V., Petrov A.M., Titova E.S., Shtykhno D.A. (2023) Generative Artificial Intelligence in Education: Discussions and Forecasts. Open Education. Vol. 27. No. 2. P. 36–48. https://doi.org/10.21686/1818-4243-2023-2-36-48. (In Russ.)
Ним Е.Г. Студенческий дискурс о цифровом селф-трекинге: риторики и практики // Мониторинг общественного мнения: экономические и социальные перемены. 2020. № 2. С. 191–211. https://doi.org/10.14515/monitoring.2020.2.989.
Nim E.G. (2020) Student Discourse on Digital Self-Tracking: Rhetorics and Practices. Monitoring of Public Opinion: Economic and Social Changes. No. 2. P. 191–211. https://doi.org/10.14515/monitoring.2020.2.989.
Платов А.В., Гаврилина Ю.И. Искусственный интеллект в образовании: эволюция и барьеры // Научный результат. Педагогика и психология образования. Т. 10. № 1. С. 26-43. https://doi.org/10.18413/2313-8971-2024-10-1-0-3.
Platov A.V., Gavrilina Yu.I. (2024) Artificial Intelligence in Education: Evolution and Barriers. Research Result. Pedagogy and Psychology of Education. Vol. 10. No. 1. P. 3–15. https://doi.org/10.18413/2313-8971-2024-10-1-0-3. (In Russ.)
Флорида Р. Креативный класс. Люди, которые создают будущее. М.: Манн, Иванов и Фербер, 2016.
Florida R. (2016). The Rise of the Creative Class Revisited. Moscow: Mann, Ivanov and Ferber. (In Russ.)
Чиксентмихайи М. Креативность. Поток и психология изобретений и открытий. М.: Карьера Пресс, 2015.
Csikszentmihalyi M. (2015) Creativity: Flow and the Psychology of Discovery and Invention. Moscow: Career Press. (In Russ.)
Atkinson D.P., Barker D.R. (2023) AI and the Social Construction of Creativity. Convergence. Vol. 29. No. 4. P. 1054–1069. https://doi.org/10.1177/13548565231187730.
Chiu T.K. (2023) The impact of Generative AI (GenAI) on practices, policies and research direction in education: a case of ChatGPT and Midjourney. Interactive Learning Environments. https://doi.org/10.1080/10494820.2023.2253861.
Comunian R., Gilmore A., Jacobi S. (2015) Higher Education and the Creative Economy: Creative Graduates, Knowledge Transfer and Regional Impact Debates. Geography Compass. Vol. 9. P. 371–383. https://doi.org/10.1111/GEC3.12220.
Gardner H., Weinstein E. (2018) Creativity: The View from Big C and the Introduction of Tiny c. In Sternberg R., Kaufman J. (eds.) The Nature of Human Creativity. New York, NY: Cambridge University Press. P. 94–109.
Gruner D.T., Csikszentmihalyi M. (2018) Engineering Creativity in an Age of Artificial Intelligence. In: Lebuda I., Glăveanu V.P. (eds.) The Palgrave Handbook of Social Creativity Research. Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham. P. 447–462. https://doi.org/10.1007/978-3-319-95498-1_27.
Kaufman J. (2009) Beyond Big and Little: The Four C Model of Creativity. Review of General Psychology. Vol. 13. No. 1. P. 1–12. https://doi.org/10.1037/a0013688.
Krätke S. (2010) ‘Creative Cities’ and the Rise of the Dealer Class: A Critique of Richard Florida’s Approach to Urban Theory. International Journal of Urban and Regional Research. Vol. 34. No. 4. P. 835–853. https://doi.org/10.1111/j.1468-2427.2010.00939.x.
Lang J. (2024) Embracing Generative AI for Authentic Learning. Creative Education. Vol. 15. No. 1. P. 1–20. https://doi.org/10.4236/ce.2024.151001.
Lyall B., Robards B. (2017) Tool, Toy and Tutor: Subjective Experiences of Digital Self-Tracking. Journal of Sociology. Vol. 54. No. 1. P. 108–124. https://doi.org/10.1177/1440783317722854.
Markusen A. (2006) Urban Development and the Politics of a Creative Class: Evidence from the Study of Artists. Environment and Planning A: Economy and Space. Vol. 38. No. 10. P. 1921–1940. https://doi.org/10.1068/a38179.
Miljković J., Ljujić B., Mihajlović D. (2023) Obrazovanje i kreativne industrije. Nastava i vaspitanje. Vol. 72. No. 2. P. 219–236. https://doi.org/10.5937/nasvas2302219m.
Moore G.A. (1991) Crossing the Chasm: Marketing and Selling High-Tech Products to Mainstream Customers. New York, NY: HarperCollins Publishers.
Okello W.K., Quaye S.J. (2018) Advancing Creativity for Pedagogy and Practice. Journal of Curriculum and Pedagogy. Vol. 15. No. 1. P. 43–57. https://doi.org/10.1080/15505170.2018.1437577.
Purington A., Taft J.G., Sannon S., Bazarova N.N., Taylor S.H. (2017) ‘Alexa is my new BFF’: Social Roles, User Satisfaction, and Personification of the Amazon Echo. In Proceedings of the 2017 CHI Conference Extended Abstracts on Human Factors in Computing Systems. P. 2853–2859. https://doi.org/10.1145/3027063.3053246.
Rogers E.M. (2003) Diffusion of Innovations. 5th ed. New York, NY: Free Press.
Soto I.B.R., Leon N.S.S. (2022) How Artificial Intelligence Will Shape the Future of Metaverse. A qualitative perspective. Metaverse Basic and Applied Research. Vol. 1. P. 12. https://doi.org/10.56294/mr202212.
Sarkar A. (2023) Exploring Perspectives on the Impact of Artificial Intelligence on the Creativity of Knowledge Work Beyond Mechanised Plagiarism and Stochastic Parrots. In: Proceedings of the 2nd Annual Meeting of the Symposium on Human-Computer Interaction for Work (CHIWORK 2023). New York, NY: The Association for Computing Machinery. Art. 13. P. 1–17. https://doi.org/10.1145/3596671.3597650.
Selkrig M., Keamy R.K. (2017) Creative Pedagogy: A Case for Teachers’ Creative Learning Being at the Centre. Teaching Education. Vol. 28. No. 3. P. 317–332. https://doi.org/10.1080/10476210.2017.1296829.
Vinchon F., Lubart T., Bartolotta S., Gironnay V., Botella M., Bourgeois-Bougrine S., Burkhardt J., Bonnardel N., Corazza G.E., Glăveanu V.P., Hanchett Hanson M., Ivcevic Z., Karwowski M., Kaufman J., Okada T., Reiter‐Palmon R., Gaggioli A. (2023) Artificial Intelligence & Creativity: A Manifesto for Collaboration. The Journal of Creative Behavior. Vol. 57. No. 4. P. 472–484. https://doi.org/10.1002/jocb.597.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Monitoring of Public Opinion: Economic and Social Changes
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
