From Intimidation to Innovation

Cross-Continental Multiple Case Studies on How to Harness AI to Elevate Engagement, Comprehension, and Retention

Bibliographic Data

ID22042794
AuthorsSue Haywood (0000-0001-6633-9443, Queen's University), Loredana Padurean (Northeastern University), Renée Ralph (0000-0001-7739-3832, Curtin University), Jutta Tobias Mortlock (0000-0003-2563-2373, St George's, University of London, corresponding author)
Year2025
Volume15
Issue7
Pages902
Publication date2025-07-15
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15070902
OpenAlexW4412476053
LanguageEN
Citations received1
References cited42

As generative AI tools become increasingly embedded in education, their role in supporting student learning remains both promising and contested. These cross-continental multiple case studies explore how integrating AI into classroom-based creative projects can move students from intimidation to meaningful engagement, comprehension, and retention of course content. Drawing on data from four international university classrooms—in the USA, UK, Canada, and Australia—this mixed-methods study examines students’ experiences as they collaboratively created comic books using generative AI. Each instructor embedded the assignment within their own pedagogical context, enabling cross-institutional comparison of AI’s educational potential. Findings highlight a shared trajectory: students initially approached AI with uncertainty or overconfidence, but developed nuanced understandings of its capabilities through experimentation, reflection, and collaboration. The process of creating narrative-driven visual outputs required students to synthesize theoretical material, communicate effectively in teams, and creatively solve problems—fostering both cognitive and interpersonal learning. Students reported deeper comprehension of academic content and greater confidence using AI tools critically and ethically. This study concludes that when framed as a collaborative partner rather than a replacement for human thinking, AI can support deeper learning experiences. It also suggests that creative, team-based projects can demystify AI and build essential future-facing skills

Comprehension · Intimidation · AI in Service Interactions · Computer Science · Intelligent Tutoring Systems and Adaptive Learning · Online Learning and Analytics · Psychology · Social Psychology

Tools

Open DOIOpen Access