AI-Generated and Student-Created Comics as a Tool for Enhancing Environmental Education
DOI:
https://doi.org/10.33919/YTelecomm.25.12.11Keywords:
AI-generated comics, Student-created comics, Environmental education, Teacher professional development, Technology integration, Student engagementAbstract
The integration of artificial intelligence (AI) in education provides opportunities for innovative instructional strategies that combine technology, creativity, and teacher facilitation. This study investigates the effectiveness of AI-generated and student-created comics in enhancing environmental learning among students in grades 5–10, while also examining implications for teacher practice in technology integration. A quasi-experimental, mixed-methods design was implemented across 15 schools in Bulgaria. Three instructional approaches were compared: traditional text-based instruction, AI-generated comics, and student-created comics. Data were collected through pre- and post-tests on environmental knowledge, motivation questionnaires, cognitive load assessments, and thematic analyses of student-created comics. Results indicate that both AI-generated and student-created comics significantly improve students’ conceptual understanding, engagement, and environmental awareness. Student-created comics additionally foster creativity, collaboration, and personal connection to ecological issues. Findings highlight the role of teachers in scaffolding technology-enhanced learning and suggest that combining AI resources with student creativity represents a promising model for integrating digital tools into science instruction.
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