Conocer a Picasso en Educación Primaria a través de la Gamificación e Inteligencia Artificial Generativa
Abstract
In recent years, the integration of innovative methodologies, such as gamification and generative artificial intelligence (AI), has opened up new possibilities in art education. This study examines the impact of a gamified intervention incorporating AI-based activities on the creative development of primary school students, evaluating its effectiveness in enhancing artistic and narrative expression. A quasi-experimental single-group design with pre- and post-intervention measures was implemented using the Prueba de Imaginación Creativa – Niños (PIC-N). The intervention was structured around a gamified narrative, in which students assumed the role of artistic explorers tasked with rescuing Picasso. The findings reveal a significant increase in both graphic and narrative creativity, accompanied by enhanced fluency, flexibility, and originality. Moreover, no gender differences were found, indicating that the intervention had an equitable impact. The results reinforce the effectiveness of gamification and generative AI as strategies to enhance creativity in the classroom. The importance of avoiding pointsification and promoting meaningful experiences is emphasized. Despite the benefits, several challenges were identified, including the risk of technological dependence and the need to strike a balance between digital experimentation and the development of manual skills.
