My teammate is AI: understanding students’ perceptions of student-AI

collaboration in drawing tasks

The conceptual and theoretical framework used in the articles focused on exploring the
perceptions of undergraduate students regarding the roles of Artificial Intelligence (AI) in educational
settings, specifically in the context of Student-AI Collaboration (SAC) during drawing tasks. The articles
highlighted the challenges and advantages of incorporating AI in education, particularly in facilitating
customized content provision to address the issue of information overload and promote active knowledge
construction among students. Additionally, the discussion delved into the potential of AI to enhance
students' creative thinking processes by soliciting suggestions for ideation and fostering serendipitous
interactions that can lead to novel ideas and alternative approaches to drawing tasks.

Furthermore, the articles examined the importance of AI's socio-emotional skills in SAC,
emphasizing the need for AI teammates to exhibit basic communication protocols, empathy, and
emotional support to effectively engage with students in collaborative settings. The limitations of AI in
explaining the rationale behind its suggestions were also highlighted, underscoring the importance of
providing students with detailed explanations and interpretations of AI's recommendations to enhance
their understanding and task performance.

Overall, the articles employed a thematic analysis approach to investigate students' perspectives
on the roles and implications of AI in education, particularly in the context of SAC during drawing tasks.
By exploring the challenges, advantages, and potential enhancements of AI in educational settings, the
articles contributed to a deeper understanding of how AI can be leveraged to support student learning and
creativity.

The research methodology employed in the articles involved a qualitative approach, specifically
utilizing thematic analysis to explore the perspectives of undergraduate students on the roles of Artificial
Intelligence (AI) in educational settings, particularly in the context of Student-AI Collaboration (SAC)
during drawing tasks. The data collection process included conducting interviews with a diverse group of
undergraduate students to gather their insights and experiences related to AI in education. The analysis of
the collected data involved both deductive and inductive thematic analysis techniques to identify
recurring themes and patterns in the students' responses. Additionally, respondent validation and expert
review were utilized to ensure the credibility and validity of the qualitative data analysis.

the articles emphasized the importance of future research endeavors to validate the findings
across different educational levels and learning tasks, such as primary and secondary school students
engaging in various activities beyond drawing tasks. The incorporation of advanced AI systems with
enhanced collaborative functionalities for an extended duration was suggested to provide students with a
more authentic co-creative experience and gather comprehensive insights into SAC. The potential use of
qualitative data analysis software, such as NVivo or Atlas.ti, was also recommended for analyzing and
interpreting interview data to uncover deeper relationships and patterns within the collected data.
 The articles provided detailed descriptions of the participants involved in the study, including
their gender, age, major, duration of art education, and attitudes towards AI, to offer a comprehensive
understanding of the demographic characteristics of the sample population. The participants engaged in
drawing tasks facilitated by an AI drawing system, which aimed to enhance their collaborative
experiences and interactions with AI teammates during the creative process. The articles highlighted the
significance of students' perceptions of AI in fostering creative thinking processes, soliciting ideation
suggestions, and promoting cost-effective access to drawing materials and tools for art education.

Additionally, the challenges identified in the articles included the absence of AI's socio-emotional
skills, such as basic communication protocols and empathy, which hindered effective SAC experiences
for students. The inability of AI to provide detailed explanations and interpretations of its
recommendations was also noted as a significant challenge, emphasizing the importance of enhancing
AI's capacity to offer transparent and understandable insights to students to improve task performance and
comprehension.

The research methodology utilized in the articles combined qualitative data collection through
interviews with thematic analysis to explore students' perspectives on AI in educational settings,
particularly in the context of SAC during drawing tasks. The findings and recommendations

The main findings from the research articles revealed diverse perspectives and insights on the
roles of Artificial Intelligence (AI) in educational settings, particularly in the context of Student-AI
Collaboration (SAC) during drawing tasks. The thematic analysis of undergraduate students' perceptions
highlighted the expectations of AI as a learning mate, with students viewing AI as a creative partner
guiding them in ideation and thinking outside the box during task operations. The study emphasized the
importance of AI not merely as a passive resource supplier but as an active contributor to student
learning, suggesting that AI could serve as a coach providing personalized support beyond formal
curriculum and school environments.

Furthermore, the research identified challenges and advantages of incorporating AI in education,

such as the need for AI to exhibit socio-emotional skills for effective collaboration with students and the
potential for AI to enhance creative thinking processes and facilitate cost-effective access to drawing
materials and tools for art education. The findings underscored the importance of transparent explanations
and interpretations of AI's recommendations to improve student understanding and task performance, as
well as the significance of teachers' roles in facilitating SAC experiences, particularly for students with
lower competencies in collaborating with AI.

The study highlighted the potential for future research to validate findings across different
educational levels and learning tasks, explore advanced AI systems with enhanced collaborative
functionalities, and utilize qualitative data analysis software for in-depth analysis and interpretation of
interview data. The research findings contribute valuable insights into the evolving role of AI in
education, suggesting opportunities for AI to complement human teachers' instruction provision and offer
additional learning support in diverse educational settings.
 Overall, the research articles shed light on the multifaceted perspectives and implications of AI in
education, emphasizing the importance of understanding students' expectations, challenges, and benefits
associated with AI integration in collaborative learning environments. The findings provide a foundation
for further exploration and development of AI technologies to enhance student learning experiences and
foster creativity and innovation in educational settings.

These articles provide valuable insights into students' perceptions of Artificial Intelligence (AI) in
educational settings, particularly in the context of Student-AI Collaboration (SAC) during drawing tasks.
The findings on the roles, challenges, and advantages of AI integration in education can inform our group
project on developing an AI-powered educational tool to enhance student learning experiences. By
understanding students' expectations and experiences with AI, we can tailor our tool to effectively support
collaborative learning and creativity in educational environments.