Key points
- A twelve-week action-research study in a Taiwanese university animation storytelling course (N=60) combined Creative Problem Solving scaffolding with six generative AI assignments.
- Students showed significant gains in CPS-related narrative cognition and affective resilience (p < 0.001), and expert judges rated final story prototypes consistently high.
- Metacognitive CPS scaffolding let students use generative AI's speed without surrendering narrative logic, a transferable design for AI-era storytelling courses.
Summary
A peer-reviewed, open-access intervention study from the Department of Digital Multimedia Design at China University of Technology, Taipei. A twelve-week mixed-methods action-research design in a Storytelling and Scriptwriting course (60 students) paired a Creative Problem Solving instructional sequence with six scaffolded generative AI assignments, including a text-to-image resemiotisation task. Quantitative results showed significant gains in narrative cognition and affective resilience; qualitative data recorded reduced blank-page anxiety and greater willingness to revise. The study positions generative AI as a conditional amplifier inside a reflective CPS framework rather than a replacement for narrative reasoning.
Related items
- Artificial Intelligence in Fine Arts Education: A Systematic Literature Review
- Path of practical teaching of AI technology in animation majors
Source
Source: Sustainability (MDPI) ↗ (Research)
Cite this item
Jui-Hsiang Lee (2026). ‘Integrating Creative Problem Solving and Generative AI in Animation Education: Advancing Sustainability-Related Competencies in Higher Education’, Sustainability (MDPI). Available at: https://www.mdpi.com/2071-1050/18/8/3858
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