Topic, conceptual framework: 

Artificial intelligence (AI) can be purely software-based (e.g., search engines, image analyzers) or physical (robots, drones, self-driving cars) “machines with human-like capabilities such as reasoning, learning, planning, and creativity” (European Parliament, 2020). AI is a computer system capable of simulating human learning and decision-making processes based on new information through mathematical-logical steps (Microsoft Azure, n.d.). The integration of AI and digital technology is transforming higher education (HE), including the arts. AI technologies, such as intelligent tutoring systems and personalized learning platforms, increase student engagement and academic performance by providing personalized feedback and support, particularly beneficial in creative disciplines (Alzahrani, 2023; Ploin, 2022). 

Objectives, hypotheses: 

The research aims to gain a comprehensive understanding of art students’ AI usage habits and attitudes across various artistic fields. It seeks to uncover potential obstacles and differences in the use of AI by art students and explore correlations between previous studies and AI usage, and attitudes towards AI. Positive attitudes toward AI but comparatively low frequencies of use are hypothesized with significant differences in AI usage and attitudes across different artistic disciplines. Based on the review by Rajki, et al. (2024), surveys on AI in the higher education (HE) environment in a Hungarian context including Folmeg et al.’s (2024) research targeting six Hungarian HE institutions, have so far excluded art HE. The latter, qualitative study focused on ChatGPT use and sampled (n=69) mainly Commerce and Marketing, English, and International Studies students. We intend to extend the research to various AI applications relevant to specific art disciplines thus filling in the research niche, and to contribute to the international art HE research. Our objective also extends to involve international students from a wide array of nations around the globe. 

Theoretical background: 

In dance education, AI can develop intelligent dance resources, assist choreography, and provide feedback on dance movements using 2D pose estimation (Kang et al., 2023). AI also assists choreographers by generating novel movement patterns and analyzing existing performances to inspire new creations (Wingenroth, 2023). Students’ attitudes towards AI and digital technology in education are generally positive, although they vary by discipline (Katsantonis & Katsantonis, 2024). AI has a significant impact on the music industry, applied arts, theater, visual arts, and circus arts, creating new creative opportunities and optimizing performances (AI Art Magazine, 2023; Artland Magazine, 2023; Chow, 2023; Garcia, 2023). Despite the benefits, integrating AI and digital technology into arts education faces challenges, including the digital divide and ethical concerns (Alzahrani, 2023; Couper, 2017; Li & Wong, 2023). 

Within research literature in a Hungarian HE context (excluding art HE), Folmeg et al. (2024) reported that when using ChatGPT, students’ prompting is a field that could be developed. Rajki et al.’s (2024) research investigated the familiarity with and use of AI among university students of humanities, social sciences and in teacher training and found that approximately 20% of university students in general had not been familiar with AI applications. 

The development of the Hungarian version of the self-developed online questionnaire has been completed, followed by finalization with the involvement of a four-member expert committee. Subsequently, the English translation of the questionnaire was also completed, reviewed and proofread. The Microsoft Forms application provides the opportunity for distribution and response in the desired target language while the results are stored in the default language. The questionnaire includes questions about demographics, previous and current studies besides closed-ended questions about AI usage and attitudes in multiple-choice and 5-point Likert scale formats supplemented by open-ended questions to clarify answers to closed-ended questions. Responses are given anonymously. Descriptive and inferential statistical methods and software will be used to quantitatively analyze the data. Following the first phase, which is aimed at our institution’s current adult student dance higher education cohort (both Hungarian and international), the second phase will focus on a larger student population currently enrolled in artistic training or art education-related training at art universities of dance, fine arts, art and design, music, theatre and film arts, and circus arts including both students of the country of research and international students from a wide array of nations around the globe.

It is a fact that students from art HE institutions can provide a relatively low sample size for research within the given national context. However, this does not mean that this area is less significant, nor that AI and digital technology play a less crucial role in art education. The research is expected to provide insights into the use of AI and digital technology in arts HE in a Hungarian context, but with a view to the international scene through the international students involved. The investigation is also expected to identify potential obstacles and suggest strategies to overcome these challenges. The outcomes may lead to AI-related action plans supporting students and contribute to the ongoing transformation of arts education. The results shared with the participating institutions will lead to local actions. The findings may also contribute to the scientific discussion of the topic on a global scale. Further expansion of the research is possible through partner institutions within the Central European Exchange Program for University Studies (CEEPUS) community.

Alzahrani, L. (2023). Analyzing students’ attitudes and behavior toward artificial intelligence technologies in higher education. International Journal of Recent Technology and Engineering, 11(6), 1-15. Chow, A. R. (2023). How AI is transforming music. TIME. Retrieved from https://time.com/6340294/ai-transform-music-2023/ Couper, M. P. (2017). New developments in survey data collection. Annual Review of Sociology, 43, 121-145. European Parliament (2020). Mi az a mesterséges intelligencia és mire használják? | Témák | Európai Parlament. (2020, April 9). Témák | Európai Parlament. https://www.europarl.europa.eu/topics/hu/article/20200827STO85804/mi-az-a-mesterseges-intelligencia-es-mire-hasznaljak Folmeg, M., Fekete, I., & Koris, R. (2024). Towards identifying the components of students’ AI literacy: An exploratory study based on Hungarian higher education students’ perceptions. Journal of University Teaching and Learning Practice, 21(6). https://doi.org/10.53761/wzyrwj33 Garcia, M. (2023). AI and theatre: Playwriting, stage design, and ticketing. AMT Lab @ CMU. Retrieved from https://amt-lab.org/blog/2023/5/artificial-intelligence-amp-theatre-making-past-present-and-future Kang, J., Kang, C., Yoon, J., Ji, H., Li, T., Moon, H., Ko, M., & Han, J. (2023). Dancing on the inside: A qualitative study on online dance learning with teacher-AI cooperation. Education and Information Technologies, 28(9), 12111–12141. https://doi.org/10.1007/s10639-023-11649-0 Katsantonis, A., & Katsantonis, I. G. (2024). University students’ attitudes toward artificial intelligence: An exploratory study of the cognitive, emotional, and behavioral dimensions of AI attitudes. Education Sciences, 14(9), 988. Li, Z., & Wong, K. K. (2023). Challenges and opportunities: Dance education in the digital era. In Applied Degree Education and the Shape of Things to Come (pp. 29-48). Springer. Microsoft Azure, (n.d.). Mit jelent a mesterséges intelligencia? https://azure.microsoft.com/hu-hu/resources/cloud-computing-dictionary/what-is-artificial-intelligence#%C3%B6nvezet%C5%91-aut%C3%B3k Ploin, A. (2022). Art for our sake: Artists cannot be replaced by machines – study. University of Oxford. Retrieved from https://www.ox.ac.uk/news/2022-03-03-art-our-sake-artists-cannot-be-replaced-machines-study Rajki, Z., Nagy, J. T., & Dringó-Horváth, I. (2024). A mesterséges intelligencia a felsőoktatásban. Iskolakultúra, 34(7), 3–22. https://doi.org/10.14232/iskkult.2024.7.3 Wingenroth, L. (2023). How are dance artists using AI—and what could the technology mean for the industry? Dance Magazine. Retrieved from https://www.dancemagazine.com/how-dancers-use-ai/