Page 128 - Razvoj kompetenc prihodnosti v pedagoških študijskih programih

Marjana Dolšina Delač

The integration of digital tools such as Mentimeter, Kahoot!, and Word-
Press proved effective in sustaining student focus, intrinsic motivation, and
engagement with feedback processes, particularly in hybrid and online
learningenvironments.On theotherhand,themost crucialinsight regarding
AI was the recognition that image generators and related applications can
be fallible, occasionally even producing unpredictable errors. As such, they
cannot be relied upon for drawing academic conclusions.¹² Instead, these
tools serve to simplify and support auxiliary tasks such as brainstorming, pre-
liminary literature research, translating straightforward texts, or generating
citations; these activities still require careful critical review and verification.
When looking closely at the input prompt and analysing the newly gener-
ated scene,¹³ the lacunae in the translation of text (written by Urška Frangež
in 2025) to image become obvious:

Create a Baroque painting depicting the Glorification of St Francis de
Sales. It is part of an illusionistic ceiling painting, so we feel like we
are immersed in a room. This is further emphasised by the horizon-
tally deepening classical architecture with Corinthian columns on the
far right of the painting and the sky with the clouds in the background
of the scene. In the central space is a scene of Mary and Francis de Sales,
set against the fluffy clouds rising diagonally. At the left stands Mary in
a red cloak, with a blue cape, receiving Francis with open arms. Mary
is surrounded by a shaft of light, giving the appearance that she is the
main source of light. Francis is positioned lower than Mary, on the right,
kneels on the clouds and raises his arms towards her, dressed in dark
blue and white robes, with a beard and bald head. The two main actors
are accompanied by angels. The composition is dynamic and almost
functions as a theatrical scene.

AI generator – in this case GenCraft, yet any other could equally have been
used – produced a decent result but had some difficulties with understand-
ing art-historical terminology, namely ‘illusionistic ceiling painting’ and spe-
cific art-historical formulations, such as ‘the composition is dynamic and al-

¹² More about the history and development of AI in: Kissinger et al. (2021); about using AI tools
in education in: Žerovnik and Zapušek (2024) and in: Breznik (2023); about using AI tools in art
history in: Stork (2023); about using AI tools in art history pedagogy in: Hutson (2024) and in:
Bayer (2024).
¹³ The activity was already suggested by some scholars, dealing with the topic of AI in teaching
and learning art history, such as: Bayer (2024) and Aktay (2022).

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