Abstract
The landscape of theatre education is rapidly evolving as students immersed in technology are entering education struggling with traditional artistic techniques while gravitating toward digital tools. This pre-experimental one-shot case study investigated the impact of Adobe Firefly on undergraduate theatrical design students' self-perception of their visual communication skills during the scenic design research process.
Thirty-four undergraduate students from six Midwestern universities participated in a three-phase study utilizing Teresa M. Amabile's Componential Theory of Creativity as the theoretical framework. Participants completed traditional scenic design projects for Lily's Purple Plastic Purse, engaged in an Adobe Firefly intervention module, and subsequently completed AI-assisted design projects for Rikki-Tikki-Tavi. Data was collected through pre- and post-intervention Likert scale surveys measuring self-perception of visual communication skills, supplemented by qualitative open-ended questions and faculty evaluations.
Results from paired two-tailed t-tests revealed no significant overall relationship between the use of Generative AI technology and students' self-perception of their visual communication skills. However, three specific areas showed statistical significance: mood board assistance with visual communication (p = 0.006), visual research supporting design processes (p = 0.0048), and students' ability to manipulate existing artwork for research images (p = 0.0029). Faculty observations revealed no substantial differences in design quality between traditional and AI-assisted methods, with 67% of educators reported ongoing struggles in translating concepts into visual representations. Qualitative findings revealed mixed student attitudes, with 48% expressing a positive sentiment toward AI integration; however, many exhibited AI bias and concerns about artistic authenticity.
The study's limitations include a small sample size, reliance on self-reported data with potential negative bias, the accelerated one-week timeline for learning experimental processes, and the absence of established research literature in this emerging field.
These findings suggest that effective theatrical design education should focus on individual student learning processes, address AI bias through ethical frameworks, and allow adequate time for technology integration rather than assuming technology alone improves outcomes. The study contributes preliminary evidence to the limited scholarship on AI integration in theatrical design education, providing a foundation for future research in this rapidly evolving field.
Date Dissertation Completed
2025
Document Type
Dissertation
Degree Name
Doctorate of Education
Department
Education Studies
Dissertation Advisor
Steven Baule
Dissertation Committee Members
Steven Baule; Peter Johnson, Norb Thomes
Location
Winona, Minnesota
Recommended Citation
Askeland, Tetta M., "The Impact of Generative AI on Undergraduate Students During the Scenic Design Process" (2025). Education Doctorate Dissertations. 32.
https://openriver.winona.edu/educationedddissertations/32
Unique Identifier
WSUEDD-2025-Askeland-Tetta-Dissertation
Rights
All rights reserved by the author.
