The Impact of AIGC on Digital Media Art Education: Transforming Creative Tools and Learning Pathways

Abstract

With the rapid development of artificial intelligence technology, artificial intelligence-generated content (AIGC), as a new technology, has begun to have a profound impact in many fields. In the field of digital media art education, AIGC not only provides strong technical support for the innovation of creative tools, but also promotes profound changes in art education paths and teaching models. The purpose of this study is to explore how AIGC technology affects creative tools and learning paths in digital media arts education, analyze the innovation opportunities and challenges brought by it, and look forward to its future development. Firstly, this study reviews the historical background and current situation of digital media art education, and points out the limitations of traditional creative tools and educational models in the face of technological progress. Then, the paper analyzes the specific application of AIGC technology in digital media art creation, including image generation, video editing, audio creation, etc., and discusses how AIGC changes the use of artistic creation tools and the nature of artistic creation by automating content generation, assisting the creative process, providing creative inspiration and so on. Secondly, this study explores the impact of AIGC on digital media arts education, focusing on how AIGC transforms traditional learning paths and teaching methods. Through automated creative support and personalized learning recommendations, AIGC not only helps students break through the limitations of traditional artistic creation, but also enables students to tailor their learning paths to their own needs and develop innovative thinking and interdisciplinary skills. Students are able to create art more efficiently, explore new art forms, and improve their artistic skills and creative level through AI-assisted creation.

However, the widespread adoption of AIGC also presents several challenges. The study notes that the application of AIGC technology may raise copyright issues, ethical controversies, and adaptation issues for educators and students. How to balance technological innovation and ethics, how to promote teachers and students to adapt to new educational tools, is still an important issue facing the current digital media art education. Finally, through case analysis, this study shows the actual situation of AIGC application in digital media art education at home and abroad, and further reveals the similarities and differences of AIGC application in different educational systems and cultural backgrounds. Through the analysis of the future development trend, the study believes that AIGC will continue to promote the digital media art education toward personalized, intelligent and global, and become an indispensable tool for future art creation and education. This study provides the academic community with in-depth thinking on the application of AIGC in the field of art education, and provides useful reference and inspiration for future related research and practice.