How has AI impacted the school’s learning curriculum? What’s its effect on Seattle Central College as students and faculty constantly grapple with technological improvement? I interviewed two students named Cecil Fredrickson and Juno Lorhaff, who are both artists at Seattle Central, about the topic.
Have you used any of these AI tools like ChatGPT, etc for school? “I haven’t used them for school stuff, but I have messed around with them a bit,” Fredrickson said. They have used the tools for art-related purposes because they enjoy drawing and other artistic activities. “I kind of looked into AI during the last half of my senior year because that’s when it started gaining traction in the media,” Fredrickson added. “I did a brief presentation on it in my class, where I talk about the things that have happened in that point of time.”
Lorhaff said they had used ChatGPT for assignments in high school, including statistics and prompts for writing an essay.
Do you have any examples of how you have used these tools?
“I’ve used it to find inspiration, actually,” Fredrickson said. “For me, character designing an outfit is probably one of the most difficult things to do, like getting something to look like it’s natural and actually wearable, and to find a balance between colors, I really struggle with color theory.” For one of his characters, he found gold, white, and purple to be the three colors to go with their character’s outfit, and it took an hour to find the right patterns.
How has AI impacted the learning curriculums at the school?
“It has made teachers more paranoid,” said Lorhaff, explaining that some teachers had told them “You’re here because you want to learn.”
“I have had a couple of professors mention it being like ‘don’t use it, I’ll know,’” Fredrickson said. “But I don’t know how they would know if they used it and changed it just a little bit, sort of like plagiarizing.” Although he doesn’t use the tools, he finds it interesting to hear people say not to use these AI tools.
What impact will AI have on learning in future school curriculums?
Fredrickson says, “I definitely think it will have a more negative impact than a positive one, especially with the types of tools that are available at this point and time.” They think there are good aspects of AI, but not for learning.
“It can be very helpful, but also very unhelpful in future learning curriculums,” Lorhaff said. “It is also easy to cheat your way to passing in school.” They also say that AI has good aspects, but it’s not the best for learning.
How have we learned about the improvement of AI in this day and age?
Fredrickson says the improvements, especially when it’s hard to distinguish what has been created by AI, makes them nervous. “It is also a great source of comedy like if you have seen AI covers of songs and that sort of thing.” This turns into a positive and negative coin flip when it comes to the improvement of AI.
“We are learning that AI improves very quickly,” Lorhaff said. “It is very hard to tell.”
Will AI affect future generations’ learning or understanding of the world that we live in? Lorhaff responds, “Yes, In the next 20 years. If not in the next five years.”
“I think so, I think when it pertains to art in particular because that’s what I think about a lot,” Fredrickson said. “I’ve seen a lot of videos and posts about how there might be a generation of kids that grow up with AI art tools instead of teaching themselves art, and I think that can be similar for writers or for video editors, and or some coders.”
Author
As Rhiannon had done journalism in the past for her high school. She hopes to continue that path through the Collegian.
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