The Effects of AI-Assisted Writing Instructions on Creativity and Technical Skills in Art Majors

Artificial Intelligence (AI) is transforming how students learn and produce written work in both creative and technical domains. This study examines the impact of generative AI tools on the argumentative writing performance of art major students, with a focusing on both creativity and technical skills. The research is grounded in Vygotsky’s Sociocultural Theory, particularly the concepts of the Zone of Proximal Development (ZPD) and scaffolding. AI tools are framed as digital “more knowledgeable others” that provide cognitive support and enable learners to perform beyond their current abilities. A mixed-methods design was employed with 108 participants recruited from the Art Department of a public university in China, divided into an experimental group (AI-supported instruction) and a control group (traditional instruction). Pre- and post-tests assessed creativity, technical accuracy, and overall writing performance. Semi-structured interviews offered complementary qualitative insights. The results showed significant improvements in creativity and overall argumentative writing in the experimental group, with moderate but measurable gains in technical accuracy. Interview data confirmed these patterns: students valued AI as a creative catalyst and technical aid, while also expressing concerns about dependence and authenticity. These findings highlight AI’s potential as a transformative educational scaffold. At the same time, they underscore the need for careful pedagogical integration to balance creativity with technical skill development and to safeguard students’ artistic identity. Practical recommendations are offered for incorporating generative AI into art education to enhance both creative expression and technical competence.