Examining High School Students' Artificial Intelligence Literacy in Visual Arts Subjects and Metaverse-Based Digital Art Attitudes

Abstract

This study aims to examine high school students' artificial intelligence literacy in visual arts subjects and their attitudes toward metaverse-based digital art. The research was conducted using a comparative-relational screening model, one of the screening models. The study sample consisted of 278 9th, 10th, 11th, and 12th grade students. The Visual Themed Artificial Intelligence Literacy Scale and the Metaverse-Based Digital Art Scale were used as data collection tools. According to the research findings, high school students' AI literacy levels in visual subjects were found to be moderate, while their metaverse-based digital art attitudes were found to be low. Analyses conducted by gender revealed that male students had significantly higher mean scores than female students in both AI literacy and metaverse-based digital art attitudes. Comparisons by grade level revealed that 12th grade students had significantly higher AI literacy levels in visual subjects and metaverse-based digital art attitudes than 9th grade students. Regression analysis revealed that AI literacy in visual subjects significantly and positively predicted metaverse-based digital art attitudes, with the model explaining 19.3% of the variance. Based on the research findings, the following recommendations are recommended: developing AI literacy at an early age, integrating the metaverse into visual arts, providing digital pedagogical training for teachers, and enhancing school environments with augmented reality support. Digital ethics should be emphasized in curricula, the STEAM approach should be supported, and intercultural communication should be encouraged through metaverse-based digital art exhibitions. Future research should examine the multidimensional nature of artificial intelligence literacy, and changes in metaverse attitudes should be assessed through longitudinal and experimental studies.