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Cited by 263Artificial Intelligence in EducationArt Education and DevelopmentDigital Education and Society

Using artificial intelligence in craft education: crafting with text-to-image generative models

Open access
Vartiainen, Henriikka, Tedre, Matti·2023·Digital Creativity
DOI 10.1080/14626268.2023.2174557
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Abstract

Artificial intelligence (AI) and the automation of creative work have received little attention in craft education. This study aimed to address this gap by exploring Finnish pre-service craft teachers’ and teacher educators’ (N = 15) insights into the potential benefits and challenges of AI, particularly text-to-image generative AI. This study implemented a hands-on workshop on creative making with text-to-image generative AI in order to stimulate discourses and capture imaginaries concerning generative AI. The results revealed that making with AI inspired teachers to consider the unique nature of crafts as well as the tensions and tradeoffs of adopting generative AI in craft practices. The teachers identified concerns in data-driven design, including algorithmic bias, copyright violations and black-boxing creativity, as well as in power relationships, hybrid influencing and behaviour engineering. The article concludes with a discussion of the complicated relationships the results uncovered between creative making and generative AI.

AI snapshot

Written from the paper’s full text.

TL;DR

This exploratory case study examined Finnish pre-service craft teachers’ and teacher educators’ insights into text-to-image generative AI through a hands-on creative-making workshop. Participants saw opportunities for ideation and externalization, but also raised concerns about design constraints, embodiment, bias, copyright, black-boxing creativity, power, and behaviour engineering.

Key findings

  • Participants saw generative AI as potentially useful for ideation and externalization: it could combine ideas, visualize “impossible” ideas, and help children put vague design ideas into words through gradual prompt-crafting.
  • Teachers identified tensions and tradeoffs in craft design, including concerns that AI-generated visualizations may not fit material, resource, skill, or ergonomic constraints; that digital design lacks the embodiment and materiality of craft making; and that assessment becomes unclear when pupils use text-to-image AI.
  • Concerns about data-driven design included algorithmic bias, copyright violations, black-boxing creativity, power relationships, hybrid influencing, and behaviour engineering. Participants also worried that reliance on existing styles could repeat ideas and reinforce biases.
  • The workshop involved N = 15 participants: 5 teacher educators and 10 pre-service teachers. The 3-hour workshop included a 90-minute hands-on exploration in three small groups using Midjourney, followed by group and joint reflections.

Methods

  • Design: exploratory case study using a research-creation approach; participants collaboratively created visual images with text-to-image generative AI and reflected on AI and automation in ideation and product design.
  • Data/sample: empirical data collected during a workshop in a Finnish university craft teacher education programme in fall 2022; N = 15 participants (5 teacher educators, 10 pre-service teachers), limited to 15 due to limited technical resources and filled in order of registration.
  • Analysis: audio from three group discussions and joint reflections was transcribed, pseudonymized, and analyzed using thematic analysis in Atlas.ti; two researchers discussed interpretations, and data examples were provided.

Limitations

  • Stated in the paper: the tensions captured are based on craft teachers’ first encounters with generative AI, so it remains to be seen whether and how these technologies and tensions will be actualized in educational practice.
  • Stated in the paper: the study focused exclusively on text-to-image generative AI and did not explore benefits or shortcomings of other AI developments; findings of this exploratory study cannot be generalized.
  • Evident from the text: the study is a small, single-workshop case with 15 participants, no demographic details collected, and a specific Finnish craft teacher education context, which further limits transferability.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.1080/14626268.2023.2174557

Cites

53 of 53 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 47 cited sources checked · 0 supported · 0 flagged

  • Findingown data
    § ABSTRACT

    Making with AI inspired teachers to consider the unique nature of crafts as well as the tensions and tradeoffs of adopting generative AI in craft practices.

    “The results revealed that making with AI inspired teachers to consider the unique nature of crafts as well as the tensions and tradeoffs of adopting generative AI in craft practices.”
    Quote in the paperSubstantial claim
  • Findingown data

    The visualization of impossible ideas triggered pre-service teachers' reflections.

    “The visualization of impossible ideas triggered pre-service teachers’ reflections.”
    Quote in the paperNot a substantial claim
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    Pre-service teachers reflected on the difference between digital and material making in terms of feelings of well-being.

    “In addition, pre-service teachers reflected on the difference between the digital and the material making of things in terms of feelings of well-being.”
    Quote in the paperNot a substantial claim
  • Findingown data

    Many participants emphasized the embodied nature of making that is missing from digital design.

    “Many participants emphasized the embodied nature of making that is missing from digital design.”
    Quote in the paperSubstantial claim
  • Findingown data
    § ABSTRACT

    Teachers identified concerns in data-driven design, including algorithmic bias, copyright violations and black-boxing creativity.

    “The teachers identified concerns in data-driven design, including algorithmic bias, copyright violations and black-boxing creativity, as well as in power relationships, hybrid influencing and behaviour engineering.”
    Quote in the paperSubstantial claim
  • Classified as probably not a substantial claim. 63
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    Liisa reflected on potential benefits of new kinds of externalization.

    “Liisa, from the teaching staff, reflected on the potential benefits of new kinds of externalization:”
    Quote in the paperNot a substantial claim

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    Teaching staff reflected that learning crafts and craft-related skills in designing and making is a slow process that takes years of practice.

    “Moreover, the teaching staff also reflected that learning crafts and craft-related skills in designing and making is a slow process that takes years of practice.”
    Quote in the paperNot a substantial claim

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    Findingown data

    Teachers pondered opportunities of using AI-generated visualizations for analyzing situative design constraints.

    “Taking an alternative perspective, teachers also pondered the opportunities of using AI-generated visualizations for analyzing situative design constraints, like Vuokko proposed:”
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    Participants saw many opportunities for enhancing idea generation in product design.

    “On a positive note, the participants saw many opportunities for enhancing idea generation in the process of product design.”
    • Also stated in: § 6. Discussion · hedged
      “Teachers talked about how AI may assist the ideation process by providing new perspectives and visualizing the possible and the impossible.”
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    The creation of digital designs was associated with clothing avatars, which could potentially decrease material consumption in real life.

    “The creation of digital designs was also associated with clothing avatars, which could potentially decrease material consumption in real life.”
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    Teacher educators reflected on positive feelings and well-being that may emerge from digital design.

    “In addition, teacher educators also reflected on the positive feelings and well-being that may emerge from digital design.”
    Quote in the paperNot a substantial claim

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    Teaching staff were concerned that ideas visualized using AI might not stay within design constraints such as limitations regarding materials, available resources and actual craft skills and knowledge of students.

    “The teaching staff were concerned that ideas that were visualized using AI might not stay within the design constraints, such as limitations regarding materials, available resources and actual craft skills and the knowledge of students.”
    Quote in the paperNot a substantial claim

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    Findingown data

    Siiri elaborated that text-based generation of visualizations may help children in wording vague ideas.

    “Moreover, his peer, Siiri, elaborated on Aapo's idea by stating that the text-based generation of visualizations may help children in wording vague ideas:”
    Quote in the paperNot a substantial claim

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    Findingown data

    Pre-service teachers reflected on how touching, forming materials, and making with your own hands gives rich sensory experiences and activates brain areas that are crucial in child development.

    “Likewise, the pre-service teachers reflected on how touching, forming materials, and making with your own hands gives rich sensory experiences and activates brain areas that are crucial in child development.”
    Quote in the paperNot a substantial claim

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    The workshop's pre-task revealed that the topic was new for almost all of the participants.

    “The workshop's pre-task revealed that the topic was new for almost all of the participants.”
    Quote in the paperNot a substantial claim

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    Aapo saw opportunities for scaffolding that externalization of mental images could open up for children and teachers through gradual prompt-crafting.

    “In addition, Aapo further saw opportunities for scaffolding that the externalization of mental images could open up for children as well as for teachers through gradual prompt-crafting:”
    Quote in the paperNot a substantial claim

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    § 6. Discussion

    The participants chiefly considered the copyright question from the intellectual property viewpoint but not in terms of the fair use doctrine of the copyright law.

    “Yet, the question of copyright would have deserved more time for a facilitated discussion, as the participants chiefly considered the copyright question from the intellectual property viewpoint but not in terms of the fair use doctrine of the copyright law.”
    Quote in the paperNot a substantial claim

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    Teaching staff recognized similarities between the way AI and human designers rely on what they have seen before.

    “The teaching staff recognized some similarities between the way AI, on the one hand, and human designers, on the other hand, rely on what they have seen before.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: People’s design ideas rarely appear out of thin air, but reflect what people have seen and experienced.

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    Findingown data

    Students raised concerns about the power of algorithms, affecting what people can create and how systems are used, and how AI-generated images with personalized styles can be used for marketing and behaviour engineering.

    “Students also raised other concerns with regard to the power of algorithms, affecting not just what people can create and how these systems are used but, more profoundly, how AI-generated images with personalized styles can be used for marketing and behaviour engineering.”
    Quote in the paperNot a substantial claim

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    § 6. Discussion

    Concerns about new kinds of behaviour engineering based on aesthetic styles were also raised, along with concerns about the production of fake images that may ultimately alter our cultural memory.

    “Secondly, concerns about new kinds of behaviour engineering based on aesthetic styles were also raised, along with concerns about the production of fake images that may ultimately alter our cultural memory (are all AI-generated images ‘fake,’ and if so, what is ‘genuine’?).”
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    Marjut recognized that platform owners hold a significant degree of power in the process of design.

    “She further recognized that platform owners hold a significant degree of power in the process of design:”
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    § 6. Discussion

    AI was discussed in terms of emotions and embodied interactions that were also seen as crucial for human learning, development and well-being.

    “Likewise, AI was discussed in terms of emotions and embodied interactions that were also seen as crucial for human learning, development and well-being.”
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    § 6. Discussion

    The teachers agreed that many of the issues and concerns that were raised should at least be taken into account when introducing AI topics in craft education.

    “While creating new designs with AI and engaging in shared discourses, the teachers also agreed that many of the issues and concerns that were raised should at least be taken into account when introducing AI topics in craft education.”
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    § 6. Discussion

    AI was envisioned to help children externalize vague design ideas in a manner that makes them visible to teachers (Seitamaa-Hakkarainen and Kangas Citation2013).

    “AI was also envisioned to help children externalize vague design ideas in a manner that makes them visible to teachers (Seitamaa-Hakkarainen and Kangas Citation2013).”
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    § 6. Discussion

    Explorations on generative AI prompted teachers to re-evaluate the concept of creativity (Oppenlaender Citation2022), and also the ways in which data-driven design and black-box algorithms could lead to the repetition of ideas and styles, to maintaining existing biases, and even to copyright violations.

    “Thirdly, explorations on generative AI prompted teachers to re-evaluate the concept of creativity (Oppenlaender Citation2022), and also the ways in which data-driven design and black-box algorithms could lead to the repetition of ideas and styles, to maintaining existing biases, and even to copyright violations.”
    Quote in the paperSubstantial claim0 of 1 sources checked
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    § 6. Discussion

    By critically weighing the societal implications of generative AI, the participants' reflections addressed not just the potential, but also the imperfections, fragility and subjectivity of these technologies that are becoming part of the world's fabric (Audry Citation2021).

    “By critically weighing the societal implications of generative AI, the participants’ reflections addressed not just the potential, but also the imperfections, fragility and subjectivity of these technologies that are becoming part of the world’s fabric (Audry Citation2021).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
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    § 6. Discussion

    Digital design was perceived to lack the embodiment and materiality that characterize the essence of craft making and craft education in Finland (see Seitamaa-Hakkarainen and Kangas Citation2013).

    “In addition, digital design was perceived to lack the embodiment and materiality that characterize the essence of craft making and craft education in Finland (see Seitamaa-Hakkarainen and Kangas Citation2013).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
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    Findingown data

    The use of AI-powered design tools prompted few questions about the assessment of creative learning, especially concerning the design skills under assessment.

    “The use of AI-powered design tools prompted few questions about the assessment of creative learning, especially concerning the design skills under assessment.”
    Quote in the paperNot a substantial claim

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    AI-generated images prompted much discussion on copyright.

    “AI-generated images also prompted much discussion on copyright.”
    Quote in the paperNot a substantial claim

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    Findingown data

    Teachers recognized that issues and concerns raised should become an integral part of teaching.

    “While the teachers were critically reflecting on the potential risks and harms of AI-generated images and data-driven design, there was recognition that such issues should become an integral part of teaching.”
    Quote in the paperNot a substantial claim

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    § 6. Discussion

    Participants associated touching and forming different materials with one's hands with children's brain development, indicating a view of what should not be automated.

    “Participants associated touching and forming different materials with one's hands with children's brain development, indicating a view of what should not be automated.”
    Quote in the paperSubstantial claim

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    Findingcitation
    § 6. Discussion

    They suspected that the use of generative AI would create completely new skill gaps where AI-created visualizations and available material resources or actual skills and knowledge of students do not meet.

    “In terms of design constraints (Seitamaa-Hakkarainen and Hakkarainen Citation2000), they suspected that the use of generative AI would create completely new skill gaps where AI-created visualizations and the available material resources or actual skills and knowledge of the students do not meet.”
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    Findingnone given
    § 6. Discussion

    The workshop participants experimented with niche Peruvian designs that might suffer from underrepresentation or misrepresentation due to possibly limited volume in training data, but the results did not lead to discussion.

    “The workshop participants experimented with niche Peruvian designs that might suffer from underrepresentation or misrepresentation due to possibly limited volume in training data, but the results did not lead to discussion.”
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    Teaching staff and pre-service teachers pondered whether too strong a reliance on existing ideas and styles could lead to a vicious circle of repeating the same ideas ad nauseam and reinforcing existing biases.

    “The teaching staff and pre-service teachers alike pondered whether too strong a reliance on existing ideas and styles could lead to a vicious circle of repeating the same ideas ad nauseam and reinforcing existing biases.”
    Quote in the paperNot a substantial claim

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    § 6. Discussion

    Participants pointed out various limitations of generative AI for craft education.

    “At the same time, the participants also pointed out various limitations of generative AI for craft education.”
    Quote in the paperSubstantial claim

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    Findingown data

    Pre-service teachers discussed how developments in technology are rapidly transforming work life and society, which makes it difficult to predict future skills.

    “However, pre-service teachers also discussed how developments in technology are, in fact, rapidly transforming work life and society, which makes it difficult to predict the future skills that the next generations will need.”
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    Premisecitation
    § 3. Generative models for producing photorealistic images

    Text-to-image generative models are trained using massive numbers of pictures and their textual descriptions publicly available on the Internet and in public repositories.

    “They all employ neural networks, trained using massive numbers of pictures and their textual descriptions publicly available on the Internet and in public repositories (Saharia et al. Citation2022, 9; Bommasani et al. Citation2021).”
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    § 3. Generative models for producing photorealistic images

    Recent text-to-image models generate highly aesthetic images from the user's text prompts, requiring little to no understanding of the underlying technology.

    “what the recent models do is generate highly aesthetic images from the user’s text prompts, requiring little to no understanding of the underlying technology (Oppenlaender Citation2022).”
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    § 3. Generative models for producing photorealistic images

    Human creativity in text-based generative art is not located in the end product, but emerges from the evolving interaction between humans and the AI.

    “Oppenlaender (Citation2022) argues that human creativity in text-based generative art is not located in the end product (the digital image), but emerges from the evolving interaction between humans and the AI (e.g. prompt engineering).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
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    § 3. Generative models for producing photorealistic images

    With text-to-image generative systems, basically anyone can create impressive and novel content.

    “Oppenlaender (Citation2022) pointed out that with text-to-image generative systems, basically anyone can create impressive and novel content.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
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    Study design and conductcitation

    To increase reliability, interpretations were discussed between the two researchers, and several data examples are provided in the results section for readers to evaluate interpretations.

    “To increase the reliability of the data analysis, the interpretations were discussed between the two researchers, and several data examples are provided in the results section for readers to evaluate our interpretations (see Hammer and Berland Citation2014).”
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    Study design and conductcitation

    The research was conducted in accordance with the instructions of the Finnish National Board on Research Integrity (TENK Citation2019).

    “The research was conducted in accordance with the instructions of the Finnish National Board on Research Integrity (TENK Citation2019).”
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    Premisereasoning
    § 3. Generative models for producing photorealistic images

    As an uncurated data-driven system, the digital content created by generative AI can incorporate the biases and stereotypes that have long existed in society, such as favouring or marginalizing individuals or groups based on their ethnicity, gender, sexual orientation and other attributes.

    “Moreover, as an uncurated data-driven system, the digital content created by generative AI can incorporate the biases and stereotypes that have long existed in society, such as favouring or marginalizing individuals or groups based on their ethnicity, gender, sexual orientation and other attributes.”
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    Study design and conductown data

    The workshop design and implementation were co-configured with teacher educator experts to serve their specific needs and requests.

    “The design and implementation processes in the workshop were co-configured with teacher educator experts to serve their specific needs and requests.”
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    Premisecitation

    Finland has included craft into general education as a compulsory school subject for all students.

    “Unlike many other countries, Finland has included craft into general education as a compulsory school subject for all students (Pöllänen Citation2009).”
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    § 3. Generative models for producing photorealistic images

    There has been a backlash against the common practice of training models using publicly available images on the Internet with no curation, no consent from or knowledge of the image owners and no ability to exclude one's pictures from the training data, other than making pictures private altogether.

    “There has been a backlash against the common practice of training models using publicly available images on the Internet with no curation, no consent from or knowledge of the image owners and no ability to exclude one's pictures from the training data, other than making pictures private altogether (Paullada et al. Citation2021).”
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    § 3. Generative models for producing photorealistic images

    The ability to near-faithfully reproduce styles from art history, pop culture and individual artists has raised critical voices and concerns surrounding copyright violation.

    “The ability to near-faithfully reproduce styles from art history, pop culture and individual artists has also raised critical voices and concerns surrounding copyright violation (Liu and Chilton Citation2022).”
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    Premisecitation
    § 2. The role of visual materials and techniques in the craft design process

    When generating novel ideas, designers typically seek various sources of inspiration, such as photographs, artwork, swatches, previous garments, artefacts or natural objects.

    “When generating novel ideas, designers typically seek various sources of inspiration, such as photographs, artwork, swatches, previous garments, artefacts or natural objects (Keller, Pasman, and Stappers Citation2006; Petre, Sharp, and Johnson Citation2006).”
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    § 2. The role of visual materials and techniques in the craft design process

    Almost all design proceeds by transforming, combining and adapting elements of previous ideas and designs.

    “Eckert and Stacey (Citation2000) argued that almost all design proceeds by transforming, combining and adapting elements of previous ideas and designs.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
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    Study design and conductreasoning

    To ensure anonymity, no demographic details were collected.

    “To ensure the anonymity of the participants, no demographic details were collected.”
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    Premisecitation
    § 3. Generative models for producing photorealistic images

    Based on the user's prompt, the AI outputs an original image that has never existed before.

    “Based on the user's prompt, the AI then outputs an original image that has never existed before (McGeehan Citation2022).”
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    Interpretationnone given
    § 3. Generative models for producing photorealistic images

    The rapid development of text-to-image generative models may open up novel opportunities and challenges for fostering innovation, creativity and participation in school education.

    “To sum up, the rapid development of text-to-image generative models may open up novel opportunities and challenges for fostering innovation, creativity and participation in school education.”
    Quote in the paperNot a substantial claim

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    Premisecitation

    Thematic analysis has become a widely-used method for analyzing qualitative data.

    “thematic analysis, which has become a widely-used method for analyzing qualitative data (Braun and Clarke Citation2006).”
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    Premisenone given
    § 3. Generative models for producing photorealistic images

    The two most common image databases used to train text/image AI are LAION-400M and LAION-5B, which provide 400 million and 5.85 billion image-text pairs, respectively.

    “The two most common image databases used to train text/image AI are LAION-400M and LAION-5B, which provide 400 million and 5.85 billion image—text pairs, respectively.”
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    § 3. Generative models for producing photorealistic images

    Midjourney and other similar tools have quickly given birth to interest-driven content-creation communities.

    “Midjourney and other similar tools have quickly given birth to interest-driven content-creation communities (Oppenlaender Citation2022).”
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    Study design and conductnone given

    All data collection procedures received institutional approval by the administration of the Department of Teacher Education.

    “All data collection procedures received institutional approval by the administration of the Department of Teacher Education.”
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    § 1. Introduction

    Generative machine-learning models are already used for creating digital art, composing music, free-hand sketching and drawing, and creative writing.

    “Generative machine-learning models are already used, for example, for creating digital art (Audry Citation2021), composing music (Huang et al. Citation2020), free-hand sketching and drawing (Ghosh et al. Citation2019) and creative writing (Gero and Chilton Citation2019).”
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    § 3. Generative models for producing photorealistic images

    The current state of the art in text-to-image generation relies on diffusion models, which are able to achieve photorealistic quality and generalize to images that have never previously appeared in the training set.

    “The current state of the art in this field relies on a class of techniques called diffusion models, which are able to achieve photorealistic quality and generalize to images that have never previously appeared in the set of pictures used to train the model (Dhariwal and Nichol Citation2021).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Dhariwal and Nichol Citation2021

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    Premisecitation
    § 3. Generative models for producing photorealistic images

    Democratic society has been challenged by fake content.

    “In addition, democratic society has been challenged by fake content (Valtonen et al. Citation2019).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
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    Premisecitation
    § 3. Generative models for producing photorealistic images

    Generative AI nurtures new human-machine relationships by displacing and reconfiguring the agencies involved in creative endeavours.

    “Audry (Citation2021) argues that generative AI nurtures new human-machine relationships by displacing and reconfiguring the agencies involved in the creative endeavours.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Audry Citation2021

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    Premisecitation

    Finnish craft education is oriented toward a critical understanding of everyday technological phenomena, as well as the use of technology for enhancing inventive, creative and inquiry-based learning.

    “In addition, Finnish craft education is oriented toward a critical understanding of everyday technological phenomena, as well as the use of technology for enhancing inventive, creative and inquiry-based learning (FNBoE Citation2014).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
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    Premisecitation
    § 3. Generative models for producing photorealistic images

    The growing ecosystem of services, easy-to-use tools and enthusiastic communities contributes to making text-to-image generative content creation more accessible to newcomers and non-technical users.

    “This growing ecosystem of services, easy-to-use tools and enthusiastic communities also contributes to making text-to-image generative content creation more accessible to newcomers and non-technical users (Oppenlaender Citation2022).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
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    Premisecitation
    § 3. Generative models for producing photorealistic images

    Recent developments in generative AI techniques have made text-to-image generative models increasingly popular for creating visual content and artwork based on text prompts in natural language.

    “Recent developments in generative AI techniques have made text-to-image generative models increasingly popular for creating visual content and artwork based on text prompts in natural language (Dhariwal and Nichol Citation2021; Liu and Chilton Citation2022; Oppenlaender Citation2022).”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Dhariwal and Nichol Citation2021

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    • cites Liu and Chilton Citation2022

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    • cites Oppenlaender Citation2022

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    Premisecitation
    § 6. Discussion

    Every data set-even those that contain billions of image-text pairs scraped from the Internet-incorporates some world view, and slices the world into categories that may be highly problematic (Bowker and Star Citation2000; Keyes Citation2018).

    “Every data set—even those that contain billions of image—text pairs scraped from the Internet—incorporates some world view, and slices the world into categories that may be highly problematic (Bowker and Star Citation2000; Keyes Citation2018).”
    Quote in the paperSubstantial claim0 of 2 sources checked
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    Study design and conductown data
    § 6. Discussion

    As the tensions captured in this article are based on craft teachers' first encounters with generative AI, it remains to be seen whether and how these technologies and experienced tensions will be actualized in educational practice.

    “However, as the tensions captured in this article are based on craft teachers’ first encounters with generative AI, it remains to be seen whether and how these technologies and experienced tensions will be actualized in educational practice.”
    Quote in the paperNot a substantial claim

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    Premisecitation
    § 6. Discussion

    While popular training sets contain images that are protected by intellectual property laws, it has been argued that the fair use doctrine, which has been interpreted as sanctioning the automated massive scale scraping of the Internet for training data, also ultimately aligns with the goal of creating fairer AI systems (Levendowski Citation2018).

    “While popular training sets contain images that are protected by intellectual property laws, it has been argued that the fair use doctrine, which has been interpreted as sanctioning the automated massive scale scraping of the Internet for training data, also ultimately aligns with the goal of creating fairer AI systems (Levendowski Citation2018).”
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    Interpretationcitation
    § 6. Discussion

    Creative making may be an important way to raise awareness and generate alternative or resistant imaginaries (Lupton and Watson Citation2022).

    “Creative making may be an important way to raise awareness and generate alternative or resistant imaginaries (Lupton and Watson Citation2022).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
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    Interpretationcitation
    § 6. Discussion

    Generative AI provides a new medium for expressing one's design ideas; a new medium for creativity.

    “Generative AI provides a new medium for expressing one’s design ideas; a new medium for creativity.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § 6. Discussion

    In the politics of AI, neither the creators of the material that the AI is trained with nor the people who appear in countless photos learned by AI models have any power or agency (Crawford Citation2021).

    “In the politics of AI, neither the creators of the material that the AI is trained with nor the people who appear in countless photos learned by AI models have any power or agency (Crawford Citation2021).”
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    Premisecitation
    § 6. Discussion

    Those three arise from the training data and are related to misrepresentation, underrepresentation and overrepresentation (Bommasani et al. Citation2021).

    “Those three arise from the training data and are related to misrepresentation (e.g. harmfully stereotyped minorities), underrepresentation (e.g. eliminating occurrence of one gender in certain occupations) and overrepresentation (e.g. defaulting to Anglocentric perspectives) (Bommasani et al. Citation2021).”
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    Interpretationcitation
    § 6. Discussion

    Unbiased as they may seem at first, AI models are politically and ideologically laden ways of classifying the rich social and cultural tapestry of the Internet-which itself is a pale reflection of human diversity.

    “Unbiased as they may seem at first, AI models are politically and ideologically laden ways of classifying the rich social and cultural tapestry of the Internet—which itself is a pale reflection of human diversity.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation
    § 6. Discussion

    Neuroscientific research has shown that the somatosensory, motor, and visual areas of the cortical surface are activated during craft making, and the stimulation of these areas is crucial in childhood (Huotilainen et al. Citation2018).

    “Indeed, neuroscientific research has shown that the somatosensory, motor, and visual areas of the cortical surface are activated during craft making, and the stimulation of these areas is crucial in childhood (Huotilainen et al. Citation2018).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
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    Study design and conductnone given
    § 6. Discussion

    This study is limited in that it focused exclusively on text-to-image generative AI and did not explore the benefits or shortcomings posed by other developments in AI.

    “This study is also limited in that it focused exclusively on text-to-image generative AI and did not explore the benefits or shortcomings posed by other developments in AI.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationcitation
    § 6. Discussion

    While there is a legitimate concern that generative AI could end up robbing artists of their livelihood, these easy-to-use technologies may also provide means to foster imagination, self-expression and networked co-creativity in a new way (Fiebrink Citation2019; Audry Citation2021; Oppenlaender Citation2022).

    “While there is a legitimate concern that generative AI could end up robbing artists of their livelihood, these easy-to-use technologies may also provide means to foster imagination, self-expression and networked co-creativity in a new way (Fiebrink Citation2019; Audry Citation2021; Oppenlaender Citation2022).”
    Quote in the paperNot a substantial claim0 of 3 sources checked
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69 of 69

  • The paper relies on this without support.

    AI and the automation of creative work have received little attention in craft education.

    “Artificial intelligence (AI) and the automation of creative work have received little attention in craft education.”

  • The paper relies on this without support.

    There is no research on applications of text-to-image generative models in school education or in teacher education.

    “While there is steady growth in the use of 3D modelling and fabrication technologies in school education, there is, to the best of our knowledge, no research on applications of text-to-image generative models in school education or in teacher education.”

  • The paper relies on this without support.

    There is an evident lack of research on teachers’ insights into AI, experiences with it, and attitudes toward it, as well as on how AI can liberate or impede the values and skills emphasized in craft, design and technology education.

    “There is an evident lack of research on teachers’ insights into AI, experiences with it, and attitudes toward it, as well as on how AI can liberate or impede the values and skills emphasized in craft, design and technology education.”

  • The paper relies on this without support.

    Little is known about how text-to-image generative AI will change the dynamics of learning communities and classrooms.

    “However, as the technology involved is very recent, little is known about how it will change the dynamics of learning communities and classrooms.”

  • The paper relies on this without support.

    People’s design ideas rarely appear out of thin air, but reflect what people have seen and experienced.

    “People’s design ideas rarely appear out of thin air, but reflect what people have seen and experienced.”
5 of 5

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • There is an evident lack of research understanding regarding the potential impact of generative machine learning models within diverse educational settings.

    “there is an evident lack of research understanding regarding the potential impact of generative machine learning models within diverse educational settings [83]”

    From A systematic literature review of empirical research on ChatGPT in education (2024) · cites this paper as [83]

  • Chatbots present a substantial challenge concerning maintaining academic integrity and copyright violations, which are significant concerns in education.

    “chatbots present a substantial challenge concerning maintaining academic integrity [20, 56] and copyright violations [83], which are significant concerns in education”

    From A systematic literature review of empirical research on ChatGPT in education (2024) · cites this paper as [83]

  • Chatbots, including ChatGPT, have demonstrated the potential to reshape and revolutionize education, creating new opportunities for enhancing the learning process and outcomes, facilitating different learning approaches, and offering a range of pedagogical benefits.

    “chatbots, including ChatGPT, have demonstrated the potential to reshape and revolutionize education, creating new, novel opportunities for enhancing the learning process and outcomes [83], facilitating different learning approaches, and offering a range of pedagogical benefits [19, 43, 72]”

    From A systematic literature review of empirical research on ChatGPT in education (2024) · cites this paper as [83]

  • Chatbots, including ChatGPT, have the potential to significantly impact students' thinking abilities, including retention, reasoning, and analysis skills, and to foster innovation and creativity capabilities.

    “chatbots, including ChatGPT, have the potential to significantly impact students' thinking abilities, including retention, reasoning, analysis skills [19, 45], and foster innovation and creativity capabilities [83]”

    From A systematic literature review of empirical research on ChatGPT in education (2024) · cites this paper as [83]

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Liisa is identified as both a student and teaching staff

    Minor

    The results introduce Liisa as a member of the teaching staff, but later use her statement as an example of concerns raised by students.

1 of 1

Cites

Flagged first, then by citations

Research works printed but not linked: 9

  1. Caramiaux B., 2022, Proceedings of the ACM on Human-Computer Interaction, 6(CSCW2), 1-24
  2. 10.1145/3271625 · DOI
  3. Heikkilä , M. 2022. “This Artist is Dominating AI-Generated Art. And he’s not Happy about it.” MIT Tech Review , September 16, 2022.
  4. Levendowski A., 2018, Washington Law Review, 93, 579
  5. Martinez S., 2016, Invent to Learn: Making, Tinkering and Engineering in the Classroom. In 2016 Edi
  6. Patel, K. 2008. "Thinkers in the Kitchen: Embodied Thinking and Learning in Practice." Ann Arbour (MI): UMI dissertation services ProQuest.
  7. Seitamaa-Hakkarainen P., 2013, Proceedings of the 2nd International Conference for Design Education Researchers, 1369
  8. TENK. 2019. The Ethical Principles of Research with Human Participants and Ethical Review in the Human Sciences in Finland Finnish National Board on Research Integrity TENK guidelines 2019. https://tenk.fi/sites/default/files/2021-01/Ethical_review_in_human_sciences_2020.pdf.
  9. Vartiainen H., 2020, Techne Series, 27, 52

Cited by

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Related

Authors
Vartiainen, H., & Tedre, M.
Affiliations
University of Eastern Finland (FI)
Corresponding author
Vartiainen, Henriikka
ORCID
Venue
Digital Creativity
Publisher
Informa UK Limited
Published
2023-01-02
Volume
34
Issue
1
Pages
1-21
ISSN
  • 1462-6268 (ISSN-L)
  • 1744-3806
DOI
10.1080/14626268.2023.2174557
OpenAlex
W4321596574
Semantic Scholar
b2503e37c3bb9be19ba53268b992e29c81080aad
Cited by
263
References
53
Citations by year
2026: 54 · 2025: 98 · 2024: 81 · 2023: 28 · 2022: 2
FWCI
61.15
Type
journal article
Language
en
Open access
Licence
Locations
Digital Creativity (publishedVersion, cc-by)
Funders
Strategic Research Council (352859 and #352876)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Social Sciences › Arts and Humanities › Visual Arts and Performing Arts › Art Education and Development
  • Physical Sciences › Computer Science › Information Systems › Digital Education and Society
Keywords
generative AI, text-to-image models, craft education, teacher educators, creative making, algorithmic bias, copyright, power relations, data-driven design

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