BackHeartbeats and Molecules: Integrating AI, Media Arts, and Graphic Storytelling in STEM
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HBGCC - 217A, Table 5
Trips and Tours
Blended ContentOther presentations in this group:
- Presentation 1: Motivating Middle School Readers: Results from a 3-year Mixed Methods Study
- Presentation 2: Exploring Book Censorship: Knowledge Building Through Virtual Reality and Critical Dialogue
- Presentation 3: Empowering Teachers through Emerging Media Arts
- Presentation 5: Enhancing Strategic Thinking and Reducing Math Anxiety with Tech-Enhanced Formative Assessments
- Presentation 6: The Art of Formative Assessment When Engaging in STEAM Learning
- Presentation 7: Middle School Students’ Perspectives on Generative AI: Amazing Yet Terrible!
- Presentation 8: Measuring What Matters: Implementation and Results from a Global Metacognition Initiative
- Presentation 9: Decoding Progress: Literacy Gains from Decodable Books in Latine Students
Session description
Framework
This project is grounded in John Dewey’s experiential learning philosophy (Dewey, 1938), emphasizing student-centered learning through active participation. When combined with AI technologies, Dewey's theories create personalized learning environments tailored to individual needs. Mayer’s multimedia learning principles (2014) support the use of visual and interactive elements to enhance cognitive retention, while Root-Bernstein’s research(2013) shows how combining arts with STEM fosters creativity and innovation.
The project also reflects TLP’s focus on sparking curiosity by connecting content to students’ passions and prior knowledge. By incorporating STEAM education, the project bridges STEM with the arts, supporting the transformative power of creativity in learning (ASCD & ISTE, 2024).
Methods
The research follows an exploratory case study approach (Yin, 2018), focusing on how AI and media arts enhance student engagement and understanding in STEM disciplines. Data collection in the summer of 2024 included semi-structured interviews, classroom observations, and thematic analysis (Burn & Clark, 2003) to assess the impact of AI-enhanced, media-rich learning environments. The study also highlights TLP’s principle of elevating reflection as qualitative feedback from students guided ongoing improvements in instruction and student agency (ASCD & ISTE, 2024).
Results
Preliminary findings indicate that AI-driven adaptive learning environments and media arts significantly enhance student engagement and comprehension of complex STEM concepts. The personalized learning pathways foster equity and inclusivity, providing tailored approaches that resonate with diverse learners, particularly visual and non-traditional students.
The completed sections of the graphic novel have sparked interest in scientific concepts, demonstrating how AI and media arts can connect content with students’ passions and enhance engagement. Future assessments will focus on the broader educational impact, with particular attention to how AI integration improves individual learning outcomes, emphasizing TLP’s goal of ensuring equity and cultivating belonging (ASCD & ISTE, 2024).
Importance
This project contributes to the growing research on AI-powered, arts-integrated STEM education. Integrating media arts and AI, Heartbeats and Molecules offers a replicable model for using technology to make STEM education more inclusive and engaging. The project showcases how AI can provide personalized learning pathways, ensuring that diverse learners—particularly those struggling with traditional methods—can master complex scientific content.
The project aligns with TLP’s principles of nurturing student expertise and providing reflective learning experiences through feedback and iterative improvements (ASCD & ISTE, 2024). By connecting technology, creativity, and equity, this project exemplifies future-focused education that prepares students for the challenges of the digital age (ASCD & ISTE, 2024).
References
• ASCD, & ISTE. (2024). Transformational learning principles. ASCD & ISTE.
• Dewey, J. (1938). Experience and Education. Macmillan.
• Hosler, J., & Boomer, K.B. (2011). Are comic books an effective way to engage non-majors in learning and appreciating science? CBE—Life Sciences Education, 10(3), 309-317.
• Iwasa, J. (2017). Animating the model figure. Biochemistry and Molecular Biology Education, 45(2), 106-120.
• Mayer, R.E. (2014). The Cambridge Handbook of Multimedia Learning (2nd ed.). Cambridge University Press.
• Root-Bernstein, R., & Root-Bernstein, M. (2013). The art and craft of science. Educational Leadership, 70(5), 16-21.
• Yin, R.K. (2018). Case Study Research and Applications (6th ed.). Sage Publications.
• Burn, A., & Clark, A. (2003). Thematic Analysis: A Methodological Approach. Routledge.
Presenters
Session specifications
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ISTE Standards:
Designer
- Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
Empowered Learner
- Set learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process to improve learning outcomes.
- Use digital tools to visually communicate complex ideas to others.
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| Related exhibitors: | Phibonacci Learning, Pangram Labs |