In an art classroom, creative learning extends beyond producing artwork. It involves exploring ideas, exchanging perspectives, and developing personal interpretations through making and discussion. As generative AI becomes increasingly accessible in educational settings, it introduces new possibilities for creative exploration, while also raising questions about how AI-generated content might influence students’ choices, teachers’ guidance, and classroom interactions. Designing AI for art education therefore requires careful consideration of how technology can support, rather than replace, the human relationships and creative processes at the centre of learning.
My doctoral research at Newcastle University's Open Lab focuses on Human–AI Interaction in K–12 art education, particularly within real classroom settings. I investigate how generative AI can be designed as teacher-mediated learning support while preserving teacher and student agency. My research explores steerable AI interfaces, contestable AI outputs, and curriculum-grounded support that allows teachers and students to guide, question, and revise AI-generated suggestions. Following a Research-through-Design approach, my work combines formative studies, co-design, interactive system development, and classroom deployment and evaluation to understand how AI can be meaningfully integrated into art teaching and learning.
Before joining Open Lab, I worked for three years as the Head of Creative Computing and Design Mentor at an art education consultancy in Shanghai. My diverse educational and professional background has shaped who I am today.
My academic background:
- University of the Arts London, MA Graphic Design Communication
- South China University of Technology, BFA Product Design