View in EDS

Examining High School Students' Artificial Intelligence Literacy in Visual Arts Subjects and Metaverse-Based Digital Art Attitudes

Saved in:
Bibliographic Details
Title: Examining High School Students' Artificial Intelligence Literacy in Visual Arts Subjects and Metaverse-Based Digital Art Attitudes
Language: English
Authors: Selma Ceran (ORCID 0000-0002-1778-7175)
Source: International Journal of Technology in Education. 2025 8(4):1245-1265.
Availability: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, High School Students, Artificial Intelligence, Visual Arts, Computer Simulation, Technology Uses in Education, Digital Literacy, Gender Differences, Grade Level Differences, Student Attitudes
Geographic Terms: Turkey (Ankara), Turkey
ISSN: 2689-2758
Abstract: This study aims to examine high school students' artificial intelligence literacy in visual arts subjects and their attitudes toward metaverse-based digital art. The research was conducted using a comparative-relational screening model, one of the screening models. The study sample consisted of 278 9th, 10th, 11th, and 12th grade students. The Visual Themed Artificial Intelligence Literacy Scale and the Metaverse-Based Digital Art Scale were used as data collection tools. According to the research findings, high school students' AI literacy levels in visual subjects were found to be moderate, while their metaverse-based digital art attitudes were found to be low. Analyses conducted by gender revealed that male students had significantly higher mean scores than female students in both AI literacy and metaverse-based digital art attitudes. Comparisons by grade level revealed that 12th grade students had significantly higher AI literacy levels in visual subjects and metaverse-based digital art attitudes than 9th grade students. Regression analysis revealed that AI literacy in visual subjects significantly and positively predicted metaverse-based digital art attitudes, with the model explaining 19.3% of the variance. Based on the research findings, the following recommendations are recommended: developing AI literacy at an early age, integrating the metaverse into visual arts, providing digital pedagogical training for teachers, and enhancing school environments with augmented reality support. Digital ethics should be emphasized in curricula, the STEAM approach should be supported, and intercultural communication should be encouraged through metaverse-based digital art exhibitions. Future research should examine the multidimensional nature of artificial intelligence literacy, and changes in metaverse attitudes should be assessed through longitudinal and experimental studies.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1486504
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1486504
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1486504
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Examining High School Students' Artificial Intelligence Literacy in Visual Arts Subjects and Metaverse-Based Digital Art Attitudes
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Selma+Ceran%22">Selma Ceran</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1778-7175">0000-0002-1778-7175</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Technology+in+Education%22"><i>International Journal of Technology in Education</i></searchLink>. 2025 8(4):1245-1265.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Arts%22">Visual Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Level+Differences%22">Grade Level Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey+%28Ankara%29%22">Turkey (Ankara)</searchLink><br /><searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2689-2758
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aims to examine high school students' artificial intelligence literacy in visual arts subjects and their attitudes toward metaverse-based digital art. The research was conducted using a comparative-relational screening model, one of the screening models. The study sample consisted of 278 9th, 10th, 11th, and 12th grade students. The Visual Themed Artificial Intelligence Literacy Scale and the Metaverse-Based Digital Art Scale were used as data collection tools. According to the research findings, high school students' AI literacy levels in visual subjects were found to be moderate, while their metaverse-based digital art attitudes were found to be low. Analyses conducted by gender revealed that male students had significantly higher mean scores than female students in both AI literacy and metaverse-based digital art attitudes. Comparisons by grade level revealed that 12th grade students had significantly higher AI literacy levels in visual subjects and metaverse-based digital art attitudes than 9th grade students. Regression analysis revealed that AI literacy in visual subjects significantly and positively predicted metaverse-based digital art attitudes, with the model explaining 19.3% of the variance. Based on the research findings, the following recommendations are recommended: developing AI literacy at an early age, integrating the metaverse into visual arts, providing digital pedagogical training for teachers, and enhancing school environments with augmented reality support. Digital ethics should be emphasized in curricula, the STEAM approach should be supported, and intercultural communication should be encouraged through metaverse-based digital art exhibitions. Future research should examine the multidimensional nature of artificial intelligence literacy, and changes in metaverse attitudes should be assessed through longitudinal and experimental studies.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1486504
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1486504
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 1245
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Visual Arts
        Type: general
      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Digital Literacy
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Grade Level Differences
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Turkey (Ankara)
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: Examining High School Students' Artificial Intelligence Literacy in Visual Arts Subjects and Metaverse-Based Digital Art Attitudes
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Selma Ceran
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2689-2758
          Numbering:
            – Type: volume
              Value: 8
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: International Journal of Technology in Education
              Type: main
ResultId 1