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Conventional art appreciation courses are typically teacher-centered and lack interactivity. Integrating digital storytelling (DS) into teaching can enhance students’ engagement and promote a learner-centered approach. Moreover, generative artificial intelligence (GenAI), such as ChatGPT, has been adopted to facilitate students’ diverse thinking to promote their creativity. However, owing to the lack of experience in interpreting and integrating perspectives from diverse angles, students could have difficulties in making proper judgments when facing various ideas. Therefore, this study developed an integrated mind mapping and GenAI-empowered digital storytelling approach based on the CIDI (Clarify, Ideate, Develop, and Implement) model to address this problem. This approach was applied in an introductory art course in developing DS projects. This quasi-experimental study involved 45 students from a university in central Taiwan. The experimental group adopted the mind mapping-integrated GenAI-supported DS learning (MM-GAI-DSL) approach, while the control group used the conventional GenAI-supported DS learning (C-GAI-DSL) approach. The results indicated that the experimental group significantly outperformed the control group in terms of learning achievement, creative thinking tendencies, critical thinking awareness, and the three performance dimensions of GenAI-supported DS (i.e. story scripting, video presentation, and story theme). This revealed that the integration of ChatGPT with mind mappingeffectively enhanced students’ creative performance.
Chiu et al. (Mon,) studied this question.