Designing Characters with AI: An Art & AI Learning Activity

Source publication / research team or educational organization described in paper

Not specified in extracted text

Researchers, educators, instructors, or facilitators as described in the source publication

• In-school (K-12)

Workshop / professional learning activity

Not specified in extracted text

n ever. In 2019, AI for K-12 organizations out- lined the big 5 ideas of what K-12 students need to know about AI - perception, reasoning, representation, learning and societal impact. Soon after, several K-12 A; 23). In addition to these, classroom activities were designed to introduce Year 6 students to simplified AI lit- eracy by explaining how computational elements like loops support complex AI tasks (Ho and Scaddi

Generative AI, Assessment / tutoring analytics

• AI output reliability, hallucination, academic integrity, and age-appropriate use require safeguards.
• Use with minors requires attention to privacy, consent, data minimization, and adult supervision.

9-12

Mixed or not explicitly specified; infer from target learner group and intervention design.

Varies by intervention; not specified unless the paper explicitly describes prerequisites.

• Document the AI education intervention, course, tool, or resource described in the source publication.
• Extract the learner context, AI role, pedagogy, outcomes, and constraints for AAB registry comparison.
• The growing impact of AI on various fields, including art, highlights the importance of integrating AI learning into art education.

• Support AAB comparison across AI literacy, AI education, teacher training, higher education, and workforce contexts.
• Capture evidence maturity, transferability, and limitations rather than treating the publication as product endorsement.

• Not an AAB endorsement of the tool, curriculum, provider, or result.
• Not a direct replication record unless the source paper reports implementation details sufficient for replication.

Generative AI, Assessment / tutoring analytics

Not specified in extracted text

• Tutor
• Co-creator

• Primary interaction pattern inferred from publication: Assessment support.
• AI capability focus: Generative AI, Assessment / tutoring analytics.

• Use age-appropriate framing and teacher/facilitator oversight for any classroom deployment.
• Require human review of generated outputs and explicit guidance against over-reliance or answer copying.

• Review the publication’s reported context, learner group, AI tool or curriculum, implementation process, and outcome evidence.
• Map the case to AAB registry fields for comparison across educational levels and AI capability types.
• Use the source publication and PDF for any manual verification before public registry release.

• Human educators/researchers remain responsible for instructional design, supervision, interpretation, and ethical safeguards.
• AI systems or AI concepts provide the learning object, support tool, evaluator, simulator, or automation context depending on the paper.

• Hands-on / experiential learning, Tutoring / feedback-supported learning
• Registry extraction emphasizes explicit learning goals, observed outcomes, constraints, and safety limitations.

• AI output reliability, hallucination, academic integrity, and age-appropriate use require safeguards.
• Use with minors requires attention to privacy, consent, data minimization, and adult supervision.

• Case classified under: Published empirical study.
• Pedagogical pattern: Hands-on / experiential learning, Tutoring / feedback-supported learning.
• Any additional adaptations should be verified against the full paper before public-facing publication.

• Engagement evidence should be interpreted according to the source paper’s reported method and sample.
• We developed a character design learning activity which was supplemented by a code notebook and a front-end character design tool.

• We developed a character design learning activity which was supplemented by a code notebook and a front-end character design tool.

The growing impact of AI on various fields, including art, highlights the importance of integrating AI learning into art education. This work investigates whether traditional art lessons can be adapted to meaningfully incorporate AI, focus- ing on its application to art-making practices.

• Use age-appropriate framing and teacher/facilitator oversight for any classroom deployment.
• Require human review of generated outputs and explicit guidance against over-reliance or answer copying.

• Survey
• Activity documentation

• Can be used as an AAB evidence record for cross-case comparison, standards drafting, and evidence-maturity mapping.
• Supports identification of recurring patterns in AI literacy, AI education implementation, teacher preparation, assessment, and responsible AI learning.

• Conceptual understanding
• Assessment / feedback quality
• Assessment support
• Generative AI
• Assessment / tutoring analytics

• Completed

9-12

In-school (K-12)

Generative AI, Assessment / tutoring analytics

Hands-on / experiential learning, Tutoring / feedback-supported learning

Medium

Medium

Designing Characters with AI: An Art & AI Learning Activity

• Safinah Ali
• Sara Jakubowicz
• Ayat Abodayeh
• Amaan Zubairi
• Dalal Aldossary
• Cynthia Breazeal

Proceedings of the AAAI Conference on Artificial Intelligence, Vol. 39 No. 28, EAAI-25

2025

10.1609/aaai.v39i28.35182

https://ojs.aaai.org/index.php/AAAI/article/view/35182

https://ojs.aaai.org/index.php/AAAI/article/view/35182/37337

019_Designing Characters with AI_ An Art & AI Learning Activity.pdf

8

The growing impact of AI on various fields, including art, highlights the importance of integrating AI learning into art education. This work investigates whether traditional art lessons can be adapted to meaningfully incorporate AI, focus- ing on its application to art-making practices. We adapted a character design activity to incorporate AI at different stages, such as using AI for creating references, getting feedback, vi- sual design, animation, and personality design. We developed a character design learning activity which was supplemented by a code notebook and a front-end character design tool. 39 middle and high school students participated in this activity during two in-person Art and AI workshops. Analysis of cre- ative outputs, knowledge surveys, and classroom discussions showed that students showed significant shifts in their under- standing of AI as a creative collaborator, their art making practice, and their confidence with using AI tools. Learners demonstrated different creative styles while adopting AI into their character design. This approach demonstrates the po- tential for integrating AI into art lessons and offers a scalable framework for other non-CS subjects.

• In-school (K-12)

• AI output reliability, hallucination, academic integrity, and age-appropriate use require safeguards.
• Use with minors requires attention to privacy, consent, data minimization, and adult supervision.

Not specified in extracted text unless noted in duration field.

Requires educators/researchers/facilitators with sufficient AI literacy and pedagogy knowledge for the target learners.

Infrastructure depends on AI tool type, learner devices, data access, and institutional policy context.

High

• duration

This entry was automatically extracted from the PDF text and manifest metadata. Fields should be manually verified before public registry publication, especially group size, location, duration, and outcome claims.