The Impact of Dream Artificial Intelligence Relevance and Design Skills Proficiency on Art Education Students in Designing Innovative Decorative Units

Abstract

This study aimed to investigate the impact of utilising the Dream Artificial Intelligence (AI) application on the ability of students in the Art Education Department to design innovative decorative units in Arabic calligraphy and ornamentation. The research was conducted in two distinct phases. In the first phase, a two-sample experimental design was employed, involving a total of 60 students equally divided into two groups: a control group of 30 students taught through conventional instructional methods, and an experimental group of 30 students who engaged with the Dream AI application. The performance of the experimental group exhibited significant enhancement, as evidenced by Eta Square (η²) values ranging between 0.870 and 0.963, indicating notable improvements in design skills. Furthermore, the comparison between pre- and post-intervention measurements revealed a considerable effect, with Eta Square (η²) values ranging from 0.491 to 0.890, confirming the effectiveness of the Dream AI application in fostering students' design capabilities. In the second phase, a structured questionnaire was administered to a broader sample of 350 students, from which 314 responses were collected, and 307 deemed valid for analysis. The data analysis followed a two-step process using Smart PLS, beginning with the assessment of reliability and validity, followed by the application of Structural Equation Modelling (Kasemsap, 2016) for examining both direct and moderating relationships. The results demonstrated a strong positive effect of Dream AI Relevance (DAIR) on Designing Innovative Decorative Units (DIDU) (β = 0.921, p < 0.001). Additionally, Creative Self-Efficacy (CSEF) had a positive influence on DIDU (β = 0.032, p < 0.001), whereas Design Skills Proficiency (DSPR) did not exhibit a statistically significant direct effect. Importantly, CSEF was found to significantly moderate the relationship between DAIR and DIDU (β = 0.112, p < 0.001), enhancing the positive impact of Dream AI on students’ innovative design outputs. These findings suggest that fostering students’ creative self-efficacy may optimise the advantages of AI-based tools in creative education. Consequently, the study advocates for the integration of AI applications such as Dream into the art education curriculum, alongside tailored training programmes aimed at strengthening students’ creative confidence and design expertise.