AI輔助藝術才能資優教學增強青少年創作學習效能之探究：以「AI元宇宙」區域性資優方案為例

Exploring the Enhancement of Creative Learning Effectiveness in Artistically Gifted Adolescents through AI-Assisted Instruction: A Case Study of the ''AI Metaverse'' Regional Gifted Program

本研究以臺北市天母國中實施之「AI元宇宙」藝術才能區域性資優方案課程為研究對象，聚焦於人工智慧（artificial intelligence, AI）生成技術融入藝術教育之教學設計與實施歷程。課程透過規劃－實施－省思－修正的循環歷程，探討AI工具在引導學生進行角色創作、情感表達、劇本生成、三維（three-dimensional, 3D）建模與虛擬實境（virtual reality, VR）體驗等學習活動中的應用成效。本課程著重於結合AI生成技術與表演藝術教學，旨在提升學生的創造力、表演知能與批判思考能力，並引導學生透過AI生成工具探索自我內在情感，進而轉化為具象的藝術表達。最後，透過《我們推的恐懼》成果展演，學生展現了在角色詮釋、情感表達及劇本創作上的探索與成長。課程實施結果發現，AI輔助藝術才能資優教育，具有提升學習效能與深化情感教育的潛力，並建議未來進一步優化課程設計，以形成可供後續教學優化與課程發展之依據。

This study examines the implementation of the“AI Metaverse”regional gifted education program in visual and performing arts at Tian-mu Junior High School in Taipei. The research focuses on the instructional design and pedagogical practices integrating artificial intelligence (AI) generative technologies into arts education. Adopting a curriculum research approach, The curriculum goes through a cyclic process of planning, implementation, reflection, and revision to explore the effective-ness of AI tools in facilitating students' learning activities, including character creation, emotional expression, script generation, three-dimensional (3D) modeling, and virtual reality (VR) experiences.
The curriculum emphasizes the integration of AI-generated content with per-forming arts instruction, aiming to enhance students’creativity, performance literacy, and critical thinking skills. It further guides students in using AI generative tools to explore their inner emotional landscapes and transform these into concrete artistic expressions. Culminating in a final performance titled“The Fears We Push”, students demonstrated notable growth in character interpretation, emotional articulation, and script development.
The results of the curriculum implementation found that AI-assisted education for artistically gifted students holds significant potential for improving learning effectiveness and deepening emotional education. The study recommends continued refinement of curriculum design to serve as a foundation for future instructional innovation and sustainable curriculum development.