The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.
Transforming Worlds Into Words: Using ChatGPT to Bring Student Visions to Life
Abstract
This action research study evaluated an original lesson using the AI language model ChatGPT to generate tailored play scripts for individual students based on their interests, reading levels, and creative visions. Implemented with 13 third and fourth graders in an after-school program, the “Journeying between Worlds and Words” lesson aimed to empower students to translate their imaginative worlds into written scenes they could perform. The ChatGPT-generated scripts promoted high engagement, with students excited to see their ideas brought to life. The scripts provided authentic opportunities to build reading fluency through repeated readings and comprehension by dissecting characters, settings, and events. Students demonstrated creativity in elaborating on storylines and props. Using ChatGPT proved feasible and efficient for obtaining appropriately leveled, high-interest scripts compared to pre-existing scene collections. The lesson showed promise for differentiating instruction and empowering student voice and serves as a model for other projects. Rather than struggling to find the right book/script, teachers could harness AI to generate relevant stories matching each student’s needs and passions. Overall, this lesson highlights AI’s potential for transforming students from consumers of learning experiences to creators of their own.
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“Script and story generation translates children's imagination into performable texts, improving reading fluency, narrative detail, and creative self-efficacy [115,116].”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [116]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
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“Teachers play a critical role as facilitators and supporters, working alongside AI to analyze learning data, refine creative or experimental processes, and provide timely guidance for topic selection, content iteration, and project reflection [112,113,116,136].”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [116]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
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“Parents and teachers likewise raise questions about age appropriateness, ethical risk, and the costs of integration [103,116,121,123,134].”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [116]
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“Roles are also reshaped: learners move from passive consumers of knowledge to active creators of learning experiences [116], strengthening autonomy and agency [85,147].”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [116]
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“In visual arts, learners employ Midjourney, DALL·E, and related text-to-image tools, repeatedly adjusting prompts to refine visual detail and aesthetics [111-116,132,143]”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [116]
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Cites
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Cited by
Sorted by citations
Lin, X., & Tan, H. (2025) · Systems · doi:10.3390/systems13100840 · Cited by 22
Metadata
- Authors
- Rubenstein, L. D., Waldron, A., & Ramirez, G.
- Affiliations
- Ball State University (US)
- Corresponding author
- Rubenstein, Lisa DaVia
- Venue
- Gifted Child Today
- Publisher
- SAGE Publications
- Published
- 2025-03-17
- Volume
- 48
- Issue
- 2
- Pages
- 104-117
- ISSN
- 0164-9728 (ISSN-L)
- 1076-2175
- 2162-951X
- OpenAlex
- W4408503430
- Cited by
- 5
- References
- 9
- Citations by year
- 2026: 4 · 2025: 1
- FWCI
- 5.20
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Gifted Child Today (publishedVersion)
- Funders
- United States Department of Education (PR/Award # S206A220014)
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Creativity in Education and Neuroscience
- Keywords
- ChatGPT, generative AI in education, play scripts, reading fluency, differentiated instruction, student voice, after-school programs, elementary school students, pretend play, student engagement, AI-generated text
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