Negotiating creator identity: agency and ethical awareness in AI-assisted art education

Engineering notes

Key topics: autonomous driving. See the paper for implementation details and experimental results.

Chinese explanation / 中文解读

中文解读待补充：本站会优先为端到端自动驾驶、BEV感知、3D目标检测、轨迹预测、路径规划、LiDAR感知等高价值论文补充中文说明。

Original abstract

Artificial intelligence (AI) is influencing creative work, negotiating not only how artists create but also how they understand their own identity as creators. This study examines how art high school students navigate AI’s role in their creative processes, using identity formation theory as a framework. While existing research primarily focuses on AI’s technical benefits, such as efficiency and productivity, there has been little exploration of how AI alters young creators’ self-concept and autonomy. This study investigates whether students perceive AI as a mere tool, a collaborator, or a potential threat to their creative identity. It also explores how AI’s increasing presence affects students’ confidence in their originality, their sense of authorship, and their ethical concerns about AI-generated content, particularly regarding copyright and creative ownership. The findings reveal that students have mixed views on AI: some embrace it as a source of inspiration and efficiency, while others express discomfort about its potential to undermine human creativity. These results highlight the need for AI education that extends beyond technical training to include discussions on ethics, authorship, and career adaptability in an AI-driven creative industry. By understanding how students construct their creative identities in relation to AI, educators and policymakers can better support them in navigating an evolving digital landscape.

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