AI-Mediated Generative Art in Primary Education: Emotional Expression, Creativity and the Limits of Visual Reflection

This study examines the implementation of an educational workshop on AI-mediated generative art, entitled Programmed Emotions, developed with primary school students. The research aims to explore the potential of generative technologies as tools for emotional expression and creativity, as well as to analyse their implications for students’ reflective processes. A mixed-methods approach was employed, combining quantitative data from self-assessment scales with qualitative data from open-ended responses and image analysis. The study investigated how the use of generative tools influenced engagement, emotional expression, creativity, and reflection. The results revealed high levels of active participation and creative production, together with a clear predominance of positive emotions, particularly joy, and a strong sense of identification between students and their artworks. However, the findings also highlighted significant limitations in reflective depth, characterized by brief responses and limited conceptual elaboration. These results suggest that, although generative art can effectively promote emotional expression and creativity, it does not by itself ensure deeper processes of understanding. Overall, the study underscores the educational potential of generative art in early educational stages while emphasizing the need for explicit pedagogical mediation to foster critical thinking, emotional diversity, and meaningful reflection.